The Inventory of Teacher‐Student Relationships
Factor structure and associations with school engagement among high‐risk youth
Bibliographic Data
| ID | 21376014 |
|---|---|
| Authors | Yen K Pham (0000-0002-5919-4191, Department of Special Education University of New Mexico Albuquerque New Mexico USA, corresponding author), Christopher Murray (0000-0003-0569-8658, College of Education, Center on Human Development University of Oregon Eugene Oregon USA), Jeff M Gau (0000-0002-4986-2512, University of Oregon), Jeff Gau (College of Education, Center on Human Development University of Oregon Eugene Oregon USA) |
| Year | 2022 |
| Volume | 59 |
| Issue | 2 |
| Pages | 413-429 |
| Publication date | 2022-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22617 |
| OpenAlex | W3212073330 |
| Language | EN |
| Citations received | 6 |
| References cited | 69 |
Teacher–student relationships have been studied with increasing intensity during the past three decades, but the majority of this study has focused on young children and has relied on teacher perceptions of these relationships. The current study was designed to add to this growing body of research by exploring the factor structure, reliability, and validity of an instrument designed to measure adolescents' perceptions of their own relationships with teachers. Participants included 687 high school students, half of whom were students with diagnosed disabilities and the other half were students considered at risk of academic failure due to placement in dropout retrieval programs. All youth completed a self‐report instrument of teacher–student relationships along with multidimensional measures of school engagement. Findings from a confirmatory factor analysis of the Inventory of Teacher–Student Relationships indicated that the three hypothesized factors (i.e., Communication, Trust, and Alienation) had robust factor loadings, adequate internal consistency, and were associated with multiple measures of school engagement. These findings align with previous research linking teacher–student relationships with school engagement and support the need for continued research on the importance of teacher–student relationships among adolescents who are at‐risk of experiencing difficulties in school
Alienation · At-risk students · Confirmatory factor analysis · Developmental psychology · Internal consistency · Mathematics education · Perception · Psychometrics · Structural equation modeling · Student engagement · Early Childhood Education and Development · Family and Disability Support Research · Parental Involvement in Education · Psychology
Teachers’ Perceptions of Supporting Young Carers in Schools
Nurturing bonds that empower learning
Investigating changes in university students’ academic engagement and its relationships with motivation and performance
Generative Artificial Intelligence in Education and Its Implications for Assessment
The longitudinal associations between teacher-student relationships and school outcomes in typical and vulnerable student populations
Overcoming barriers
Handbook of Motivation at School
Enhancing relationships between children and teachers.
The Making and Breaking of Affectional Bonds
The role of parental and peer attachment relationships and school connectedness in predicting adolescent mental health outcomes
Interpersonal Relationships, Motivation, Engagement, and Achievement
Influence of the teacher-student relationship in childhood conduct problems
Affective Teacher–Student Relationships and Students' Engagement and Achievement
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement
Measuring cognitive and psychological engagement
Teacher–child relationships from an attachment perspective
Jingle, Jangle, and Conceptual Haziness
Relationships Between Teachers and Children
Investigating the multidimensionality of engagement
Staying Engaged
Teacher–Student Relationships as Compensatory Resources for Aggressive Children
Relationships Matter
Sense of relatedness as a factor in children's academic engagement and performance.
Teacher and Classroom Characteristics Associated With Teachers’ Ratings of Prekindergartners’ Relationships and Behaviors
The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion
Trajectories of teacher-student warmth and conflict at the transition to middle school
Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes
Teacher-student relationships across the first seven years of education and adolescent outcomes
Cutoff criteria for fit indexes in covariance structure analysis
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes
Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships
Teacher-child relationships and the process of adjusting to school
Do quality teacher–student relationships protect teachers from emotional exhaustion? The mediating role of enjoyment and anger
Attachment and Perceived Social Support in Late Adolescence
Attachment and Antisocial Behavior in Early Adolescence
Representations of Relationships to Teachers, Parents, and Friends as Predictors of Academic Motivation and Self-Esteem
The Inventory of Teacher-Student Relationships
The Cross-Lagged Relations Between Teacher-Student Relatedness and Reading Achievement of Academically At-Risk Students
Parent and Teacher Relationships as Predictors of School Engagement and Functioning Among Low-Income Urban Youth
The inventory of parent and peer attachment
Adolescents with Learning Disabilities
Moderating effects of teacher–student relationship in adolescent trajectories of emotional and behavioral adjustment
Factors Contributing to Teacher Burnout During Covid-19
Principles and Practice of Structural Equation Modeling
Trust and Communication With a Caregiver Reduces Behavior Problems and Protects Against Stress Among Urban Adolescents
| Citations per year | 1.5 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |