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Peer reviewed Peer reviewed
ERIC Number: EJ632150
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0022-4405
Further Support for the Developmental Significance of the Quality of the Teacher-Student Relationship.
Hughes, Jan N.; Cavell, Timothy A.; Willson, Victor
Journal of School Psychology, v39 n4 p289-301 Jul-Aug 2001
Assesses peers' perceptions of supportive and conflicted teacher student relationships; evaluations of children's positive and negative attributes; and peer-rated liking. Both Teacher Support and Teacher Conflict made independent contributions to peer evaluations of children's competencies and acceptance of children. Discusses implications of these findings for classroom-based interventions with peer-rejected children. (Contains 37 references and 4 tables.) (GCP)
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A