Teacher-Student Relationship: The Influence of Teacher Interpersonal Behaviours and Perceived Beliefs about Teachers on the School Adjustment of Low Achieving Students in Asian Middle Schools

被引：30

作者：

Chong, Wan Har ^{[1
]}

Huan, Vivien S. ^{[1
]}

Quek, Chon Lang ^{[2
]}

Yeo, Lay See ^{[1
]}

Ang, Rebeca P. ^{[3
]}

机构：

[1] Nanyang Technol Univ, Psychol Studies AG, Natl Inst Educ, Singapore 637616, Singapore

[2] Nanyang Technol Univ, Learning Sci & Technol AG, Natl Inst Educ, Singapore 637616, Singapore

[3] Nanyang Technol Univ, Sch Humanities & Social Sci, Div Psychol, Singapore 637616, Singapore

来源：

SCHOOL PSYCHOLOGY INTERNATIONAL | 2010年 / 31卷 / 03期

关键词：

cluster analysis; low-achieving Asian adolescents; mediator effect; school adjustment; teacher-student relationship; CHILD RELATIONSHIPS; SOCIAL SUPPORT; RELATIONSHIP QUALITY; MEDIATING ROLE; ADOLESCENTS; PERCEPTIONS; MOTIVATION; OUTCOMES; RISK; SATISFACTION;

D O I：

10.1177/0143034310366207

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study investigated aspects of the teacher-student relationship as they relate to school adjustment with 523 Grade 8 students in Singapore. The first question examined what configurations of teacher-student support could be identified with low-achieving students. Cluster analysis identified two sub-groups on the basis of specific qualities of the teacher-student relationship and patterns of teacher interpersonal behaviours in the classroom deemed important for improving the psychosocial aspects of their school experience. The second question examined the contribution of these teacher-student relationship variables in predicting school adjustment for each cluster. Finally, post hoc analyses showed students' attitude toward teachers was significant in mediating between teacher-student relational quality and school liking. Implications from the study were discussed.

引用

页码：312 / 328

页数：17

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