ERIC Number: EJ1125684
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
The Student-Teacher Relationship Quality of Abused Children
Armstrong, Jenna Montgomery; Haskett, Mary E.; Hawkins, Amy L.
Psychology in the Schools, v54 n2 p142-151 Feb 2017
Considering the association between children's quality of relationships with teachers and their academic adjustment, information pertaining to how abused children are functioning in their relationships with teachers could be useful in promoting their academic success--yet there has been limited research in this area. The purpose of this study was to use cluster analyses to explore within-group differences in relational schemas and quality of student-teacher relationships for 70 abused children. Two clusters of abused children emerged, and as hypothesized, there were significant differences in student-teacher relationships for the two clusters. The cluster with more positive relational schemas had less conflict and less dependency reported by their teachers compared to the cluster with negative relational schemas. However, there were no differences between the clusters in terms of closeness with teachers. Implications for practice in schools are discussed.
Descriptors: Child Abuse, Teacher Student Relationship, Academic Achievement, Correlation, Student Adjustment, Multivariate Analysis, Schemata (Cognition), Conflict, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: N/A