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Journal articles on the topic 'Teacher-student relationships'

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Author: Grafiati

Published: 4 June 2021

Last updated: 3 March 2023

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1

Davis, Kathryn S., and David R. Dupper. "Student-Teacher Relationships." Journal of Human Behavior in the Social Environment 9, no. 1-2 (July 7, 2004): 179–93. http://dx.doi.org/10.1300/j137v09n01_12.

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2

Toste, Jessica R., Nancy L. Heath, Carol McDonald Connor, and Peng Peng. "Reconceptualizing Teacher-Student Relationships." Elementary School Journal 116, no. 1 (September 2015): 30–48. http://dx.doi.org/10.1086/683110.

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3

Prewett, Sara L., David A. Bergin, and Francis L. Huang. "Student and teacher perceptions on student-teacher relationship quality: A middle school perspective." School Psychology International 40, no. 1 (November 15, 2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.

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This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support behaviors were the strongest predictors of students' views of high quality relationships with their teachers; both prosocial classroom behaviors and social-emotional support are malleable, and authors discuss implications for how teachers' behaviors shape students' positive views of their student-teacher relationships.

4

Levering, Bas. "Disappointment in teacher-student relationships." Journal of Curriculum Studies 32, no. 1 (January 2000): 65–74. http://dx.doi.org/10.1080/002202700182853.

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5

Gehlbach, Hunter, Maureen E. Brinkworth, and Anna D. Harris. "Changes in teacher-student relationships." British Journal of Educational Psychology 82, no. 4 (December 22, 2011): 690–704. http://dx.doi.org/10.1111/j.2044-8279.2011.02058.x.

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6

McFarland, Laura, Elizabeth Murray, and Sivanes Phillipson. "Student–teacher relationships and student self-concept: Relations with teacher and student gender." Australian Journal of Education 60, no. 1 (February 4, 2016): 5–25. http://dx.doi.org/10.1177/0004944115626426.

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7

Koenen, Anne-Katrien, Eleonora Vervoort, Karine Verschueren, and Jantine L. Spilt. "Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview." Journal of Psychoeducational Assessment 37, no. 7 (September 28, 2018): 874–86. http://dx.doi.org/10.1177/0734282918803033.

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Research on teacher–student relationships is mainly based on questionnaires investigating teachers’ explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers’ (implicit) mental representations of dyadic teacher–student relationships. The TRI may provide—for researchers as well as practitioners—a deeper understanding of teachers’ implicit cognitive and emotional processes elicited in teacher–student relationships, which can be useful for psychodiagnostic assessment and relationship-focused consultation with teachers. This study investigated the psychometric properties of the TRI in a special education sample of students with symptoms of attachment disorders ( N = 80). Expected interrelations of the TRI scales were found with a widely used questionnaire of teacher–student relationships, independent observations of teacher–student interactions, and teacher perceptions of student behavior.

8

Losh, Ainsley, Yasamin Bolourian, Geovanna Rodriguez, Abbey Eisenhower, and Jan Blacher. "Early student-teacher relationships and autism: Student perspectives and teacher concordance." Journal of Applied Developmental Psychology 79 (March 2022): 101394. http://dx.doi.org/10.1016/j.appdev.2022.101394.

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9

Hirschkorn, Mark. "Student–teacher relationships and teacher induction: Ben's story." Teacher Development 13, no. 3 (August 2009): 205–17. http://dx.doi.org/10.1080/13664530903335566.

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10

Spilt, Jantine L., Helma M. Y. Koomen, and Jochem T. Thijs. "Teacher Wellbeing: The Importance of Teacher–Student Relationships." Educational Psychology Review 23, no. 4 (July 12, 2011): 457–77. http://dx.doi.org/10.1007/s10648-011-9170-y.

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11

Edgar, Don, Grady Roberts, and Tim Murphy. "Exploring Relationships Between Teaching Efficacy and Student Teacher – Cooperating Teacher Relationships." Journal of Agricultural Education 52, no. 1 (March 1, 2011): 9–18. http://dx.doi.org/10.5032/jae.2011.01009.

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12

Wubbels, Theo. "Student perceptions of teacher–student relationships in class." International Journal of Educational Research 43, no. 1-2 (January 2005): 1–5. http://dx.doi.org/10.1016/j.ijer.2006.03.002.

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13

Kavenagh, Mark, Elizabeth Freeman, and Mary Ainley. "Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship." Australian Educational and Developmental Psychologist 29, no. 1 (July 2012): 1–16. http://dx.doi.org/10.1017/edp.2012.3.

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Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.

14

HENRY, ALASTAIR, and CECILIA THORSEN. "Teacher-Student Relationships and L2 Motivation." Modern Language Journal 102, no. 1 (January 9, 2018): 218–41. http://dx.doi.org/10.1111/modl.12446.

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15

Plaut, S. Michael. "Boundary issues in teacher-student relationships." Journal of Sex & Marital Therapy 19, no. 3 (September 1993): 210–19. http://dx.doi.org/10.1080/00926239308404906.

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16

Wubbels, Theo, Mieke Brekelmans, Tim Mainhard, Perry Den Brok, and Jan Van Tartwijk. "Teacher-student relationships and interactions as a factor in learning environments." Vernon Wall Lecture 1, no. 36 (2017): 4–34. http://dx.doi.org/10.53841/bpsvern.2017.1.36.4.

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Teacher-student relationships are an important factor in effective and supportive learning environments. This monograph introduces the origin of classroom learning environments research and then reports on findings of a research programme that studied for more than thirty years teacher-student relationships and teacher-student interactions. We summarise a dynamic systems approach to the study of teacher-student relationships and interactions and the attachment and interpersonal perspectives on the study of teaching. We introduce instruments to measure perceptions of the teacher-student relationship and interactions, and present results on the associations of teacher-student relationships and student outcomes, both cognitive and affective. After a discussion on changes in the teacher-student relationships in time, developments over the teaching career and development of relationships in the first 15 weeks in a new class, we discuss common teacher problems in the relationships with their classes. Finally we delve into the study of teacherstudent interactions that not only can be considered building blocks for the development of teacher-student relationships but are also constrained by these relationships. We report on data analyses methods for interactions, studies investigating complementarity in interactions, and influences of supportive and coercive teacher actions on teacher-student relationships in the same and consecutive lessons.This monograph is based on several earlier publications of our research group; specifically Brekelmans (2010); Den Brok, Brekelmans, & Wubbels (2006a); Wubbels, Brekelmans, Den Brok, & Van Tartwijk, (2006a); Wubbels et al. (2014); Wubbels et al. (2016) and Wubbels (2017).

17

Fisher, Darrell, Barry Fraser, and Harry Kent. "Relationships between Teacher-Student Interpersonal Behaviour and Teacher Personality." School Psychology International 19, no. 2 (May 1998): 99–119. http://dx.doi.org/10.1177/0143034398192001.

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18

Bogdanova, Yulia Vasilevna. "IMPACT OF TEACHER-STUDENT AND STUDENT-STUDENT RELATIONSHIPS ON STUDENT SOCIAL ENGAGEMENT." Наука XXI века: актуальные направления развития, no. 1-1 (2021): 146–49. http://dx.doi.org/10.46554/sciencexxi-2021.02-1.1-pp.146.

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19

Duong, Mylien T., Michael D. Pullmann, Joanne Buntain-Ricklefs, Kristine Lee, Katherine S. Benjamin, Lillian Nguyen, and Clayton R. Cook. "Brief teacher training improves student behavior and student–teacher relationships in middle school." School Psychology 34, no. 2 (March 2019): 212–21. http://dx.doi.org/10.1037/spq0000296.

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20

Maulana, R., M. C. J. L. Opdenakker, P. den Brok, and R. J. Bosker. "Teacher–student interpersonal relationships in Indonesian lower secondary education: Teacher and student perceptions." Learning Environments Research 15, no. 2 (July 2012): 251–71. http://dx.doi.org/10.1007/s10984-012-9113-7.

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21

Wu, Guoqiang, and Lijin Zhang. "Longitudinal Associations between Teacher-Student Relationships and Prosocial Behavior in Adolescence: The Mediating Role of Basic Need Satisfaction." International Journal of Environmental Research and Public Health 19, no. 22 (November 11, 2022): 14840. http://dx.doi.org/10.3390/ijerph192214840.

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The quality of teacher-student relationships has been shown to relate to adolescents’ prosocial behavior, but the motivational mechanisms underlying this association remained unclear. Based on relationships motivation theory (RMT), we examined whether the associations between teacher-student relationships (closeness and conflict) and prosocial behavior are bidirectional, and the mediating role of basic psychological need satisfaction (autonomy, competence, and relatedness need satisfaction) in these links. Data were collected from a sample of 438 secondary school students who completed a survey at two-time points over eight months. The cross-lagged autoregressive model revealed that the relation between close teacher-student relationship and prosocial behavior was bidirectional over time. Moreover, relatedness need satisfaction mediated the positive effect of close teacher-student relationship and the negative effect of teacher-student relationship conflict on adolescents’ prosocial behavior. This study highlights the importance of close teacher-student relationship and relatedness need satisfaction to foster adolescents’ prosocial behavior.

22

GÖKTAŞ, Erkan, and Metin KAYA. "The Effects of Teacher Relationships on Student Academic Achievement: A Second Order Meta-Analysis." Participatory Educational Research 10, no. 1 (January 30, 2023): 275–89. http://dx.doi.org/10.17275/per.23.15.10.1.

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This study aims to determine the correlational effect sizes between teacher relationships and student academic achievement. Teacher relationships were categorized as intrapersonal and interpersonal relationship types. Intrapersonal and interpersonal relationships are directed at different individuals. Intrapersonal relations refer to the inner life and thoughts of a teacher which are effective on the way of teaching and human relations. Interpersonal relations refer to social links between a teacher and the other people of the school community. The method of the study is second order meta-analysis. In this method, effect sizes of the first order meta-analyses are combined to get an average effect size score. Totally, 17 eligible first order meta-analyses are included in the study. The findings indicate that the correlational effect size between a positive teacher intrapersonal relationship and student academic achievement is positively small, positive teacher student relationship and student academic achievement is positively medium, a positive teacher school community relationship and student academic achievement is positively at a very large level. Also, correlational effect size representing a negative teacher intrapersonal relationship and student academic achievement is negatively medium, a negative teacher student relationship and student academic achievement is negatively small. As for moderator analyses, the variance of the effect sizes is statistically significant according to the positive relationship types and the publication types. In light of the findings some suggestions were made to improve teacher and school community relations that may help teachers and students to be more successful.

23

Richardson, Greer, Deborah Yost, Thomas Conway, Allison Magagnosc, and Alana Mellor. "Using Instructional Coaching to Support Student Teacher-Cooperating Teacher Relationships." Action in Teacher Education 42, no. 3 (August 7, 2019): 271–89. http://dx.doi.org/10.1080/01626620.2019.1649744.

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24

E. Smith, Brian. "Enhancing Motivation through Student-teacher Facebook Relationships." PEOPLE: International Journal of Social Sciences 1, no. 1 (May 29, 2017): 34–41. http://dx.doi.org/10.20319/pijss.2015.11.3441.

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25

Schiewer, T. "Teacher-Student Relationships: A Model of Hospitality." Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture 13, no. 3 (September 9, 2013): 544–48. http://dx.doi.org/10.1215/15314200-2266450.

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26

Greene Nolan, Hillary l. "Rethinking the Grammar of Student-Teacher Relationships." American Journal of Education 126, no. 4 (August 1, 2020): 549–72. http://dx.doi.org/10.1086/709546.

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27

Gagnon, Sandra Glover, Timothy J. Huelsman, Pamela Kidder-Ashley, and Ashley Lewis. "Preschool Student–Teacher Relationships and Teaching Stress." Early Childhood Education Journal 47, no. 2 (October 9, 2018): 217–25. http://dx.doi.org/10.1007/s10643-018-0920-z.

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28

Shores, Melanie L., and Kelli Smith. "Examining teacher-student relationships in middle schools." School Science and Mathematics 118, no. 5 (March 30, 2018): 141–43. http://dx.doi.org/10.1111/ssm.12280.

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29

Brekelmans, Mieke, Theo Wubbels, and Jan van Tartwijk. "Teacher–student relationships across the teaching career." International Journal of Educational Research 43, no. 1-2 (January 2005): 55–71. http://dx.doi.org/10.1016/j.ijer.2006.03.006.

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30

Blacher, Jan, Bruce L. Baker, and Abbey S. Eisenhower. "Student–Teacher Relationship Stability Across Early School Years for Children With Intellectual Disability or Typical Development." American Journal on Intellectual and Developmental Disabilities 114, no. 5 (September 1, 2009): 322–39. http://dx.doi.org/10.1352/1944-7558-114.5.322.

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Abstract Student–teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6–8 years. Student–teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these relationships were poorer for children with intellectual disability. Child behavior problems consistently predicted more conflict, whereas social skills predicted more closeness. Accounting for these child characteristics reduced the status group difference to nonsignificance. Earlier student–teacher relationships predicted subsequent changes in child behavior problems and social skills. Student–teacher relationships in the intellectual disability group were significantly lower for children in regular than special classes by age 8.

31

Scales, Peter C., Kent Pekel, Jenna Sethi, Rachel Chamberlain, and Martin Van Boekel. "Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students’ Motivation: A Mixed Methods Study." Journal of Early Adolescence 40, no. 4 (July 16, 2019): 499–536. http://dx.doi.org/10.1177/0272431619858414.

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Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships had some positive effects on students’ grade point averages (GPAs) but they varied by school as well as by aspect of the relationship measured. No differences by poverty status were seen in any of these results. Student focus groups yielded additional understanding of the actions and mechanisms through which student-teacher relationships improve. Results of this study suggest that if individual educators and entire school communities focus on strengthening student-teacher relationships, significant improvements can be made in students’ motivation, engagement, and performance.

32

Bear, George G., Chunyan Yang, Joseph Glutting, Xishan Huang, Xianyou He, Wei Zhang, and Dandan Chen. "Understanding Teacher-Student Relationships, Student-Student Relationships, and Conduct Problems in China and the United States." International Journal of School & Educational Psychology 2, no. 4 (October 2, 2014): 247–60. http://dx.doi.org/10.1080/21683603.2014.883342.

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33

Vélez Rendón, Gloria. "Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 7. http://dx.doi.org/10.14483/22487085.179.

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The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and Rand, Ch., 1996; Weber Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue’s struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers’ expectations on the other hand. The implications of the study are discussed.

34

Hershkovizt, Arnon, and Alona Forkosh-Baruch. "Teacher-student relationship and Facebook-mediated communication: Student perceptions." Comunicar 25, no. 53 (October 1, 2017): 91–101. http://dx.doi.org/10.3916/c53-2017-09.

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Studentteacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between studentteacher relationship and studentteacher Facebookmediated communication. The study included Israeli middle and highschool students, ages 1219 years old (n=667). Studentteacher relationships were compared between subgroups of students, based on their type of Facebook connection to their teachers (or the lack of such a connection); their attitudes towards a policy that prohibits Facebook connection with teachers; and their perceptions of using Facebook for learning. Regarding students' attitudes towards banning studentteacher communication via SNS and towards using Facebook for learning, we found significant differences between three groups of students: those who do not want to connect with their teachers on Facebook, those who are connected with a teacher of theirs on Facebook, and those who are not connected with a teacher of theirs but wish to connect. Also, we found significant associations between studentteacher relationship and studentteacher Facebookmediated communication. We argue that in the case of studentteacher Facebookmediated communication, there is a gap between students' expectations and inpractice experience. The key to closing this gap lies in both policy and effective implementation. La relación profesoralumno es crucial para un aprendizaje y una enseñanza exitosos. Actualmente, la comunicación entre alumnos y profesores –factor esencial que facilita estas relaciones– sucede a través de las redes sociales. En la presente investigación examinamos las asociaciones entre la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por las redes sociales. La muestra incluyó a alumnos israelíes de educación media y secundaria de 1219 años de edad (n=667). Se comparó la relación alumnoprofesor entre subgrupos de alumnos de acuerdo al tipo de conexión con sus profesores en Facebook (o la falta de conexión), sus actitudes hacia la prohibición de conexión por Facebook con los profesores, y sus percepciones acerca del uso de Facebook para el aprendizaje. Con respecto a las actitudes de los alumnos en relación a la prohibición de comunicación alumnoprofesor vía redes sociales, así como el uso del Facebook para estudiar, encontramos diferencias significativas en tres grupos de alumnos: aquellos que no se interesan por conectarse con sus profesores en Facebook, aquellos que se conectan con sus profesores en Facebook, y aquellos que no están conectados con sus profesores, pero que desean hacerlo. Encontramos asociaciones significativas en la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por Facebook. En esta última existe una brecha entre las expectativas del alumno y la experiencia práctica. La clave para cerrar esa brecha se basa en las normas y la implementación efectiva.

35

Kim, Jinhee, and Junyeop Kim. "Exploring the Influential Factors of Teacher-student Relationship based on Random Forest Regression and Interpretation using SHAP." Korean Society for Educational Evaluation 35, no. 3 (September 30, 2022): 409–37. http://dx.doi.org/10.31158/jeev.2022.35.3.409.

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The purpose of this study is to explore factors affecting the teacher-student relationship of middle and high school first grade students. It was intended to provide information for improving the teacher-student relationship through the analysis results. This study performed random forest regression analysis using GEPS data. The subjects of this study were 5,586 middle school students and 5,348 high school students. The explanatory variables used in the analysis were 478 items in middle school and 499 items in high school. 24 major factors were derived using SHAP value. The result is as follows: First, the main factors that influenced teacher-student relationships in the first grade of middle school were ‘school satisfaction’, ‘friendship relationship’, ‘teacher’s passion’, ‘teacher’s teaching ability’, ‘teacher’s teaching method’, ‘vacation life’, and ‘parent attachment-trust’. Second, the main factors that influenced teacher-student relationships in the first grade of high school were ‘school satisfaction’, ‘friendship relationship’, ‘teacher’s passion’, ‘teacher’s teaching method’, ‘self-esteem’, and ‘parent attachment-trust’. School satisfaction(8 items), peer relationship(6 items), teacher passion(1 item) and parent attachment-trust(1 item) were the same influencing factors, but the contribution of each question was different depending on the school level. Schools need to approach improving teacher- student relationships considering the results of the study.

36

Wang, Feihong, Kevin A. Leary, Lorraine C. Taylor, and Melissa E. Derosier. "PEER AND TEACHER PREFERENCE, STUDENT-TEACHER RELATIONSHIPS, STUDENT ETHNICITY, AND PEER VICTIMIZATION IN ELEMENTARY SCHOOL." Psychology in the Schools 53, no. 5 (March 20, 2016): 488–501. http://dx.doi.org/10.1002/pits.21922.

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37

Zhou, Da, Jinqing Liu, Guizhen Ye, Ting Wang, Xiaogang Xia, and Jian Liu. "Relationships among Problematic Smartphone Use, Mathematics Achievement, Teacher–Student Relationships, and Subjective Well-Being: Results from a Large-Scale Survey in China." Behavioral Sciences 12, no. 11 (November 16, 2022): 454. http://dx.doi.org/10.3390/bs12110454.

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This study examined the mediating role of mathematics performance and the moderating role of teacher–student relationships on the effects of problematic smartphone use on students’ subjective well-being. Through probability proportionate to size sampling (PPS), a total of 20,321 fourth graders from a city in central China were invited to complete a paper-based mathematics achievement test and an online questionnaire survey, including demographic information, problematic smartphone use, subjective well-being, and teacher–student relationship scales. The results showed that: after controlling for SES and gender, (1) problematic smartphone use had a direct and negative effect on students’ subjective well-being; (2) mathematics performance partially mediated the effects of problematic smartphone use on students’ subjective well-being; (3) teacher–student relationships moderated the effects of problematic smartphone use on mathematics performance/students’ subjective well-being; (4) with the increase in problematic smartphone use, high teacher–student relationships produced a lower rate of the positive moderating effect than low teacher–student relationships. The implications of this study and suggestions for future research are discussed.

38

Zhen, Rui, Ru-De Liu, Wei Hong, and Xiao Zhou. "How do Interpersonal Relationships Relieve Adolescents’ Problematic Mobile Phone Use? The Roles of Loneliness and Motivation to Use Mobile Phones." International Journal of Environmental Research and Public Health 16, no. 13 (June 28, 2019): 2286. http://dx.doi.org/10.3390/ijerph16132286.

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The current study aimed to explore the underlying mechanisms of how interpersonal relationships relieve adolescents’ problematic mobile phone use (PMPU) and to examine the potential mediating roles of loneliness and motivation to use mobile phones. Four thousand five hundred and nine middle school students from four provinces in China were recruited to participate in the investigation. The results showed that the parent–child relationship but not the teacher–student relationship, had a direct and negative effect on PMPU. The parent–child relationship had indirect effects on PMPU through the mediators of loneliness, escape motivation and relationship motivation; the teacher–student relationship had indirect effects on PMPU only through the mediating factors of loneliness and escape motivation. Both parent–child and teacher–student relationships indirectly affected PMPU through a two-step path from loneliness to escape motivation. These findings highlight the more salient role of the parent–child relationship than that of the teacher–student relationship in directly alleviating PMPU and indicate that satisfying interpersonal relationships can buffer adolescents’ PMPU by lowering their loneliness and motivation to use mobile phones.

39

Quin, Daniel. "Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement." Review of Educational Research 87, no. 2 (September 24, 2016): 345–87. http://dx.doi.org/10.3102/0034654316669434.

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This systematic review examined multiple indicators of adolescent students’ engagement in school, and the indicators’ associations with teacher–student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed analysis. Cross-sectional studies showed better quality TSRs were associated with enhanced engagement in school. These associations with TSRs were demonstrated among multiple indicators of student engagement (i.e., psychological engagement, academic grades, school attendance, disruptive behaviors, suspension, and dropout). Similar associations were found in longitudinal studies. Longitudinal and cross-sectional associations remained when covariates from the individual, family, school, and teacher contexts known to influence student engagement were controlled for. TSRs were shown to have an important but not exclusive role in their association with a comprehensive range of indicators of student engagement.

40

Longobardi, C., N. O. Iotti, T. Jungert, and M. Settanni. "Student-teacher relationships and bullying: The role of student social status." Journal of Adolescence 63 (February 2018): 1–10. http://dx.doi.org/10.1016/j.adolescence.2017.12.001.

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41

Plaut, S. Michael, and Dennis Baker. "Teacher–student relationships in medical education: Boundary considerations." Medical Teacher 33, no. 10 (February 28, 2011): 828–33. http://dx.doi.org/10.3109/0142159x.2010.541536.

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42

Pigford, Thedrick. "Improving Teacher-Student Relationships: What's Up with That?" Clearing House: A Journal of Educational Strategies, Issues and Ideas 74, no. 6 (July 2001): 337–39. http://dx.doi.org/10.1080/00098650109599221.

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