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ERIC Number: EJ1133352
Record Type: Journal
Publication Date: 2017-Apr
Pages: 43
Abstractor: As Provided
ISSN: ISSN-0034-6543
Longitudinal and Contextual Associations between Teacher-Student Relationships and Student Engagement: A Systematic Review
Quin, Daniel
Review of Educational Research, v87 n2 p345-387 Apr 2017
This systematic review examined multiple indicators of adolescent students' engagement in school, and the indicators' associations with teacher-student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed analysis. Cross-sectional studies showed better quality TSRs were associated with enhanced engagement in school. These associations with TSRs were demonstrated among multiple indicators of student engagement (i.e., psychological engagement, academic grades, school attendance, disruptive behaviors, suspension, and dropout). Similar associations were found in longitudinal studies. Longitudinal and cross-sectional associations remained when covariates from the individual, family, school, and teacher contexts known to influence student engagement were controlled for. TSRs were shown to have an important but not exclusive role in their association with a comprehensive range of indicators of student engagement.
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A