Longitudinal associations between teacher-student relationships and school engagement in early elementary school years
Gender differences
Bibliographic Data
| ID | 15029451 |
|---|---|
| Authors | Donghyun Kang (0000-0001-6241-8910, Tennessee State University, corresponding author), Sungyoon Lee (0000-0003-4344-662X, Middle Tennessee State University), Q Shi (0000-0003-2157-0590, Texas Christian University), Yajun Jia (Columbia University), Remus Mitchell (0000-0002-5030-8658, University of California) |
| Year | 2025 |
| Pages | 1-15 |
| Publication date | 2025-02-17 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Developmental Science (JOURNAL) |
| Journal identifiers | ISSN: 1088-8691 • E-ISSN: 1532-480X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10888691.2025.2458624 |
| OpenAlex | W4407642649 |
| Language | EN |
| Citations received | 2 |
| References cited | 69 |
Developmental psychology · Longitudinal study · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · Youth Development and Social Support
On the Practical Interpretability of Cross-Lagged Panel Models
Teacher-student support, effortful engagement, and achievement
Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment
Social supports from teachers and peers as predictors of academic and social motivation
Behaviorally at-risk African American students
Teachers' perceptions of their relationships with students
To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?
Supporting teachers’ relationships with disruptive children
Teacher–child relationships from an attachment perspective
A practical guide to multilevel modeling
Child level correlates of teacher–student relationships
Jingle, Jangle, and Conceptual Haziness
The Disaggregation of Within-Person and Between-Person Effects in Longitudinal Models of Change
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories
Teacher-Student Relationships and Engagement
A Self-determination Theory Perspective on Student Engagement
Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries
Sense of relatedness as a factor in children's academic engagement and performance.
The effects of the teacher–student relationship and academic press on student engagement and academic performance
Motivation in the classroom
An introduction to modern missing data analyses
The teacher-child relationship and children's early school adjustment
School context, achievement motivation, and academic engagement
Teacher-student relationships across the first seven years of education and adolescent outcomes
Controlling the False Discovery Rate
A critique of the cross-lagged panel model.
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
School Engagement
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
Testing Structural Equation Models
The Primacy of Gender
The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement
Developmental trajectories of teacher-student relationships and longitudinal associations with children's conduct problems from Grades 1 to 12
Social Role Theory
A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation
Teacher Characteristics as Predictors of Teacher-Student Relationships
Teacher–Child Relationships from Kindergarten to Sixth Grade
A comparison of models for inferring longitudinal reciprocal relationships between constructs
Longitudinal associations among teacher–child relationship quality, behavioral engagement, and academic achievement
Engaging students
Parent and Teacher Relationships as Predictors of School Engagement and Functioning Among Low-Income Urban Youth
Teacher–Student Relationship Quality and Student Engagement
Student engagement as a mediator of the effects of socio‐economic status on academic performance among secondary school students in Australia
Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence
Immigrant Students’ Emotional and Cognitive Engagement at School
Teacher Support, Peer Acceptance, and Engagement in the Classroom
Developmental trajectories of children’s behavioral engagement in late elementary school
Trajectories of pure and co-occurring internalizing and externalizing problems from early childhood to adolescence
Trajectories of school engagement during adolescence
Parent- and teacher-child relationships and engagement at school entry
Comparative fit indexes in structural models
Intrinsic and Extrinsic Motivations
Social Support Matters
Re-examining the reciprocal effects model of self-concept, self-efficacy, and academic achievement in a comparison of the Cross-Lagged Panel and Random-Intercept Cross-Lagged Panel frameworks
Social Connectedness
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |