LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Yardley Honess, Andrea
Languages: English
Types: Doctoral thesis
Subjects: BF

Classified by OpenAIRE into

mesheuropmc: education, behavioral disciplines and activities
This document contains three parts: a review of the literature relating to the subject area; an empirical review; and a reflective account. First, the literature review examines a selection of the literature relating to the conceptualization and measures of teacher-pupil relationships and also literature relating to the association between these relationships and a number of outcomes including children’s behaviour, academic attainment and engagement in the classroom. Secondly, the empirical review comprises a quantitative study carried out with a sample of 110 children and four teachers. It examines a specific construction of the teacher-pupil relationship, the classroom working alliance, investigating whether there is an association between children’s and teachers’ ratings of alliance and children’s ratings of classroom engagement. The study also examines whether children’s characteristics, specifically gender, have an effect on teachers’ and children’s ratings of alliance and/or engagement. Finally, the reflective account provides a more reflexive and personal exploration of the process of the research project. It includes: discussion of the inception of the research question and design; ethical and other issues that arose during the course of the study; possible implications for the practice of educational psychologists; and the contribution to knowledge at the level of personal professional development and also the contribution to the wider literature base.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Denham SA, Mitchell-Copeland J, Strandberg K, Auerbach S, Blair K. (1997). Parental contributions to preschoolers' emotional competence: Direct and indirect effects. Motivation and Emotion, 21, 65-86.
    • Dunsmuir, S., Brown, E., Iyadurai, S. & Monsen, J. (2009). Evidence-based Practice and Evaluation: From insight to impact. Educational Psychology in Practice, 25, 1, 53-70
    • Eccles, J., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 139-186). New York: Academic Press
    • Elfer, P., Goldschmied, E. & Selleck, D. (2012). Key Persons in the Early Years Building relationships for quality provision in early years settings and primary schools, 2nd Edition. Routledge.
    • Elvins, R. & Green, J. (2008). The conceptualization and measurement of therapeutic alliance: An empirical review. Clinical Psychology Review, 28, 1167-1187.
    • Feinstein, L. (2000). The relative economic importance of academic, physiological and behavioural attributes developed in childhood. London: Centre for Economics Performance, LSE.
    • Feinstein, L., & Duckworth, K. (2006). Development in the early years: Its importance for school performance and adult outcomes. London: Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London.
    • Field, A. (2009). Discovering statistics using IBM SPSS. Sage.
    • Finn, J.D. & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 2, 221-34.
    • Fredricks, J., McColskey, W., Meli, J., Mordica, J. & Mooney, K. (2011). Measuring student engagement in upper elementary through high school: a description of 21 instruments. Issues & Answers, 98. Regional Educational Laboratory.
    • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of evidence. Review of Educational Research, 74, 1, 59-109.
    • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 1, 148-162.
    • Gallagher, M. (2008) Foucault, Power and Participation. International journal of Children's Rights, 6, 3, 395-406
    • Gameson, J., Rhydderch, G., Ellis, D. & Carroll, H.C.M. (2005). Constructing a flexible model of integrated professional practice: part 2, process and practice issues. Educational and Child Psychology, 22, 4, 41-55.
    • Geddes, H. (2006). Attachment in the Classroom: The links between children's early experience, emotional wellbeing and performance in school: A practical guide for schools. Worth Publishing.
    • Goodenow C. (1993) The psychological sense of school membership among adolescents: scale development and educational correlates. Psychology in the Schools, 30, 1, 79-90.
    • Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19, 405-427.
    • Gutman, M.L. and Vorhaus, J (2012). The impact of pupil behaviour and wellbeing on educational outcomes. Department for Education research brief.
    • Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 2, 625-638.
    • Health Professions Council (2009). Standards of Proficiency for Practitioner Psychologists. HPC.
    • Heath, N. L., Toste, J. R., & Roberts, E. (2007). Learning disabilities research: Ten years in review. Thalamus: Journal of the International Academy for Research in Learning Disabilities, 25, 1, 9-17.
    • Hougaard, E. (1994). The therapeutic alliance-A conceptual analysis. Scandinavian Journal of Psychology, 35, 67-85.
    • Horvath, A. O., & Greenberg, L. S. (1989). The development and validation of the working alliance inventory. Journal of Counseling Psychology, 36, 223-233.
    • Howe, D. (2011). Attachment across the lifecourse. Palgrave Macmillan.
    • Howes, C. & Ritchie, S. (1999). Attachment organizations in children with difficult life circumstances. Development and Psychopathology, 11, 251-268.
    • Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship.
    • Hughes, J. N. & Kwok, O. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 1, 39-51.
    • Johnson, B. (2008). Teacher-student relationships which promote resilience at school: a micro level analysis of students' views. British Journal of Guidance and Counselling, Special Edition, 36, 4, 385-398.
    • Kagan, J. (1984). The nature of the child. Basic Books.
    • Kusche, C., & Greenberg, M. (1994). PATHS: promoting alternative thinking strategies. South Deerfield, MA: Developmental Research Programs Inc.
    • Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.
    • Lerner, R. M. (1998). Theories of human development: Contemporary perspectives. In W. Damon (William, D. & R. M. Lerner (Eds.), Handbook of child psychology: Vol. XX (5th Ed.): Theoretical Models of Human Development (5th ed., pp. 1-24). New York: John Wiley & Sons, Inc.
    • Ly, J., Zhou, Q., Chu, K. & Chen, S. H. (2012). Teacher-child relationship quality and academic achievement of Chinese American children in immigrant families. Journal of school psychology, 50, 4, 535-539.
    • Katz EC, Brown BS, Schwartz RP, King SD, Weintraub E, Barksdale W. (2007). Impact of role induction on long-term drug treatment outcomes. Journal of Addictive Diseases. 26, 2, 81-90.
    • Kerstetter, K. (2012) Insider, outsider, or somewhere in between: the impact of researchers' identities on the community-based research process. Journal of Social Sciences 27, 2, 99-117.
    • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 7, 262-273.
    • Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72, 1579-1601.
    • Lindon, J. (2012). Reflective Practice and Early Years Professionalism, 2nd Edition. Hodder Education.
    • Martin, D. J., Garske, J. P., & Davis, M. K. (2000). Relation of the therapeutic alliance with outcome and other variables: a meta-analytic review. Journal of Consulting and Clinical Psychology, 68, 438−450.
    • Maehr, M. L., & Midgley, C. (1996). Transforming school cultures. Westview Press.
    • McDermott, P.A., Mordell, M., Stoltzfus, J.S. (2001). “The organization of student performance in American Schools: Discipline, motivation, verbal and nonverbal learning.” Journal of Educational Psychology, 93, 1.
    • Meehan, B. T., Hughes, J. N. & Cavell, T. A. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development, 74, 4, 1145-1157.
    • Mertens, D. M. (2010). Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative and mixed methods (3rd Edition.). Los Angeles: Sage.
    • Montalvo, G., Mansfield, E., & Miller, R. (2007). Liking or Disliking the Teacher: Student Motivation, Engagement, and Achievement. Evaluation and Research in Education, 20, 3, 144-158.
    • Moulin, S., Waldfogel, J. & Washbrook, E. (2014). Baby Bonds: Parenting, attachment and a secure base for children. Sutton Trust.
    • Mujis, D. (2004). Doing Quantitative Research in Education with SPSS. Sage Publications.
    • Murray, C. & Greenberg, M. T. (2001). Relationships with teachers and bonds with school: Social-emotional adjustment correlates for children with and without disabilities. Psychology in the Schools, 38, 25-41.
    • Myers, S. S., & Pianta, R. C. (2008). Developmental commentary: Individual and contextual influences on student-teacher relationships and children's early problem behaviors. Journal of Clinical & Adolescent Psychology, 37, 600- 608.
    • Pianta, R.C. (1999). Enhancing relationships between children and teachers. American Psychological Association: Washington, DC.
    • Pianta, R. C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32, 15-31.
    • Pianta, R. C. (2001). Student-Teacher Relationship Scale (STRS): Professional manual. Lutz, FL: Psychological Assessment Resources, Inc.
    • Pianta, R. C., & Hamre, B. (2001). Students, teachers, and relationship support [STARS]: User's guide. Lutz, FL: Psychological Assessment Resources, Inc.
    • Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher child relationships and adjustment in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280.
    • Pianta, R. C. & Steinberg, M. (1992).Teacher-child relationships and the process of adjusting to school. New Directions for Child and Adolescent Development, 57, 61-80.
    • Pintrich, P. R., and DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
    • Quinton, D. and Rutter, M. (1988). Parenting Breakdown: The making and breaking of intergenerational links. Avebury: Aldershot.
    • Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K., Harris, K.M., Jones, J., Tabor, J., Beuhring, T., Sieving, R.E., Shew, M., Ireland, M., Behringer, L. H., & Udry, J. R. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study of Adolescent Health. Journal of the American Medical Association, 278, 823- 832.
    • Rey, R. B., Smith, A. L., Yoon, J., Somers, C., & Barnett, D. (2007). Relationships between teachers and urban African American children. School Psychology International, 28, 346-364.
    • Reeve, J. M., Jang, H, Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28, 2, 147-169.
    • Rhydderch, G. and Gameson, J. (2010). Constructing a flexible model of integrated professional practice: part 3, the model in practice. Educational Psychology in Practice, 26, 2, 123-149.
    • Roeser, R., Strobel, K. R., & Quihuis, G. (2002). Studying early adolescents' academic motivation, social-emotional functioning, and engagement in learning: Variable- and person-centered approaches. Anxiety, Stress, and Coping, 15, 345-368.
    • Roorda, D.L., Koomen, H.M.Y., Spilt, J.L. & Oort, F.J. (2011). 'The influence of affective teacher-student relationships on students' school engagement and achievement: A meta-analytic approach'. Review of Educational Research, 81, 4, 493-529.
    • Rutter, M. (1999). Resilience concepts and findings: Implications for family therapy. Journal of Family Therapy, 21(2), 119-144.
    • Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and selfesteem. The Journal of Early Adolescence, 14, 2, 226-249.
    • Sabol, T. J. & Pianta, R. C. (2012a). Patterns of school readiness forecast achievement and socio-emotional development at the end of elementary school. Child Development, 83, 282-299.
    • Sabol, T. J. & Pianta, R. C. (2012b). Recent trends in research on teacher-child relationships. Attachment and Human Development, 14, 213-231.
    • Sameroff, A.J. (1995). General systems theories and psychopathology. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology (pp. 659-695). New York, NY: Wiley.
    • Selcuk, R. S. (2005). Socioeconomic Status and Academic Achievement: A MetaAnalytic Review of Research. Review of Educational Research, Vol. 75, 3, 417-453.
    • Selcuk, R., Sirin, S. R. & Rogers-Sirin, L. (2005). Components of school engagement among African American adolescents. Applied Developmental Science, 9, 1, 5-13.
    • Shawa, L. R., McMahon, B. T., Chanc, F. & Hannolda, E. (2004). Enhancement of the Working Alliance: A training program to align counselor and consumer expectations. Journal of Vocational Rehabilitation, 20, 107-125.
    • Shirk, Stephen R.; Karver, Marc S.; Brown, R. (2011). The alliance in child and adolescent psychotherapy. Psychotherapy, 48, 1, 17-24.
    • Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology, 43, 1, 39-60.
    • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 4, 571-581.
    • Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (2008) Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765-781.
    • Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 6, 2, 1-220.
    • Skinner, E. A., Kindermann, T. A., & Furrer, C. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 3, 493-525.
    • Sroufe, L. A. (1983). Infant-caregiver attachment and patterns of adaptation in preschool: The roots of maladaptation and competence. In M. Perlmutter (Ed.), Minnesota symposium in child psychology, 16, 41-91. Hillsdale, NJ: Erlbaum.
    • Sylva, K., Melhuish, E., Siraj-Blatchford, I., and Taggart, B. (2007) Promoting equality in the early years, Report to the Equalities Review. London: Cabinet Office.
    • Thompson, S. J., Bender, K., Lantry J., Flynn, P. M. (2007). Treatment engagement: Building therapeutic alliance in home-based treatment with adolescents and their families. Journal of Contemporary Family Therapy, 29, 1-2, 39-55.
    • Toste, J. R. (2007). Classroom working alliance: Teacher-student relationship and students' school outcomes. Department of Educational and Counselling Psychology. McGill University: Montreal.
    • Toste, J. R., Bloom, E. L., & Heath, N. L. (2012). Differential role of classroom working alliance in predicting school-related outcomes for students with and without high-incidence disabilities. The Journal of Special Education. DOI:10.1177/0022466912458156
    • Verschueren, K., & Koomen, H. (2012). Teacher-child relationships from an attachment perspective. Attachment & Human Development, 14, 3, 205-211.
    • Wahl, B. (2002). The adult-child working alliance. In P. Gray (Ed.) Working with emotions. (pp. 63 -77). London: Routledge Falmer.
    • Wang, L, Ertmer, P.A. & Newby, T. J. (2004). Increasing pre-service teachers' selfefficacy beliefs for technology integration. Journal of Research on Technology in Education, 36, 3, 231-250.
    • Warren, S. L., Huston, L., Egeland, B. & Sroufe, A. (1997). Child and Adolescent Anxiety Disorders and Early Attachment. Journal of the American Academy of Child & Adolescent Psychiatry, 36, 5, 637-644.
    • Wentzel, K.R. (1996). Social and academic motivation in middle school: Concurrent and long-term relations to academic effort. Journal of Early Adolescence, 16, 390-406.
    • Wentzel, K.R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 3, 411-419.
    • Wentzel, K.R. (2002). Are Effective Teachers Like Good Parents? Teaching Styles and Student Adjustment in Early Adolescence. Child Development, 73, 1, 287-301.
    • Wentzel, K. R. & Wigfield, A. (Eds.). (2009). Handbook on motivation at school. New York: Routledge.
    • Wigfield, A., Byrnes, J.P. & Eccles, J.S. (2006). Development during early and middle adolescence. In P.A. Alexander & P.H. Winne (Eds.), The handbook of educational psychology (pp. 87-113). Mahwah, NJ: Lawrence Erlbaum Associates.
    • Williford, A. P., Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's Engagement Within the Preschool Classroom and their Development of Selfregulation. Early Education and Development.
    • Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A meta-analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71, 184-207.
    • Woolley, M. E. & Bowen, G. L. (2006). In the Context of Risk: Supportive Adults and the School Engagement of Middle School Students. Family Relations, 56, 1, 92-104.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article