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ERIC Number: EJ888355
Record Type: Journal
Publication Date: 2008-May
Pages: 17
Abstractor: As Provided
Reference Count: 66
ISSN: ISSN-0198-7429
The Association between Externalizing Behavior Problems, Teacher-Student Relationship Quality, and Academic Performance in Young Urban Learners
Sanchez Fowler, Laura T.; Banks, Tachelle I.; Anhalt, Karla; Der, Heidi Hinrichs; Kalis, Tara
Behavioral Disorders, v33 n3 p167-183 May 2008
The present study examined the relation between teacher ratings of student social functioning and academic performance and teacher-student relationship quality. Data were collected from 230 students and 20 teachers in two high-poverty, low-performing schools in a large urban school district in the Midwest. Students were 93% African American. Teachers were 47.4% African American. Results indicated that the level of externalizing and prosocial behaviors demonstrated by students in kindergarten through third grade significantly influenced the student-teacher relationship quality as measured by the Student-Teacher Relationship Survey-short form. Teacher perceptions of students' externalizing and prosocial behaviors were influenced, in part, by teacher race. Teacher-student relationship quality had a clinically significant effect on teacher academic ratings of children. Although not conclusive, results seem to indicate a link between externalizing behavior problems and poor student teacher relationship ratings. Poor student-teacher relationship quality, in turn, is associated with lower academic ratings. Further investigation using larger sample sizes that allow more sophisticated analyses are needed. (Contains 8 tables.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A