Further Support for the Developmental Significance of the Quality of the Teacher-Student Relationship.

Hughes, Jan N.; Cavell, Timothy A.; Willson, Victor

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Peer reviewed

ERIC Number: EJ632150

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4405

EISSN: N/A

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)

Descriptors: Class Activities, Elementary Education, Intervention, Peer Evaluation, Peer Relationship, School Psychology, Student Characteristics, Teacher Student Relationship

Publication Type: Information Analyses; Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A