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ERIC Number: ED524124
Record Type: Non-Journal
Publication Date: 2010
Pages: 118
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-3732-6
The Association of Teacher-Student Relationship Quality and Teacher Support with Students' School Satisfaction, Classroom Adjustment, and Academic Achievement
Omae, Hilda Nyougo
ProQuest LLC, Ph.D. Dissertation, Michigan State University
As children grow, they transition from home to school environments, where they acquire and master knowledge and skills, and develop an image of themselves as learners and develop several types of relationships with adults as they grow. As they enter and remain in school, these relationships expand from being solely with parents and caretakers to include their teachers. Due to the large amount of time children spend in school, it is important to examine and understand how the school environment and its affordances, and the relationships that children form while there influence their lives, and especially their academic success or failure. This study examines the influence of student-teacher relationships and teacher support on the academic achievement and satisfaction with school for K-5 students. Using longitudinal growth modeling, specifically, cross-classified random effects modeling, the study found that decreased conflictual relationships between teachers and students were associated with increased achievement in math and reading over time. Also, there was evidence of the Black-White test gap. Moreover, this gap was greater during K-3 than it was during 3-5 period. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A