Observed Quality and Consistency of Fifth Graders' Teacher-Student Interactions
Associations With Feelings, Engagement, and Performance in School
Dados Bibliográficos
| ID | 4831264 |
|---|---|
| Autores | Jennifer Locasale-Crouch, Jennifer LoCasale‐Crouch (0000-0002-9965-472X, University of Virginia, autor correspondente), Faiza Jamil (0009-0007-9153-6431), Faiza M Jamil (0009-0002-2727-619X, Clemson University), Robert C Pianta (0000-0002-6280-8051, University of Virginia), Kathleen M Rudasill (0000-0002-9415-8575, University of Nebraska–Lincoln), Jamie Decoster (0000-0001-9751-6051, University of Virginia) |
| Ano | 2018 |
| Volume | 8 |
| Fascículo | 3 |
| Data de publicação | 2018-07-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | SAGE Open (JOURNAL) |
| Identificadores do periódico | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244018794774 |
| OpenAlex | W2888536932 |
| Idioma | EN |
| Citações recebidas | 16 |
| Referências citadas | 66 |
This study examined how overall quality and within-day consistency in fifth graders' teacher-student interactions related to feelings about, engagement, and academic performance in school. Participants were 956 children in a national study. Students who experienced higher quality interactions reported more positive feelings about school, were more engaged, performed better in math and reading, and had more closeness and less conflict with teachers. Independent of overall interaction quality, students who experienced less consistency in their interactions with teachers, whether it was with the same teacher or across teachers, were less engaged and had more teacher-reported conflict. Findings emphasize the separate contributions of both high quality and consistency of teacher-student interactions to students' success
Closeness · Developmental psychology · Feeling · Mathematics education · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
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| Obras citantes distintas | 16 |
|---|---|
| Citações por ano | 2,29 |
| Intervalo de citações | 2019 - 2025 (7) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 13 |