Teacher and observer views on student-teacher relationships: Convergence across kindergarten and relations with student engagement

被引：70

作者：

Doumen, Sarah ^{[1
]}

Koomen, Helma M. Y. ^{[2
]}

Buyse, Evelien

Wouters, Sofie

Verschueren, Karine

机构：

[1] Katholieke Univ Leuven, Dept Psychol, Sch Psychol & Child & Adolescent Dev SCAD, B-3000 Louvain, Belgium

[2] Univ Amsterdam, Dept Educ, NL-1012 WX Amsterdam, Netherlands

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 2012年 / 50卷 / 01期

关键词：

Teacher-child relationship; Student engagement; Multiple perspectives; Student-Teacher Relationship Scale; Observations; Kindergarten; COVARIANCE STRUCTURE-ANALYSIS; CLASSROOM QUALITY PROFILES; CHILD RELATIONSHIPS; SCHOOL ADJUSTMENT; ACHIEVEMENT; RELIABILITY; AGGRESSION; ATTACHMENT; 2ND-GRADE; PRESCHOOL;

D O I：

10.1016/j.jsp.2011.08.004

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Most studies regarding the role of teacher-child relationships for children's early school adjustment use only teacher ratings of relationship quality. The current study examines (a) the agreement between teacher and observer ratings, (b) whether similar patterns of relations with behavioral engagement are obtained across informants, and (c) which informant matters the most in the prediction of engagement. Teacher and observer ratings of teacher-child closeness, conflict, and dependency were gathered for a sample of 148 kindergartners and their teachers at three measurement occasions. Teacher and observer reports converged to a moderate degree but only when considering multiple occasions and ruling out occasion-specific variance. Although some relations with behavioral engagement were similar, only teacher ratings had unique, added value in this prediction. (C) 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

引用

页码：61 / 76

页数：16

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