Journal ArticleDOI
Relationships with Teachers and Bonds with School: Social Emotional Adjustment Correlates for Children with and without Disabilities.
TLDR
For example, this paper found that students with disabilities had greater dissatisfaction with their relationships with teachers, poorer bonds with school, and perceived higher school danger than did students with no disabilities.Abstract:
In this investigation, fifth- and sixth-grade children (N= 289) completed a measure to assess aspects of their relationships with teachers and bonds with schools. Children and teachers also completed measures related to children's social and emotional adjustment. Analyses of responses to these measures indicated that students with disabilities had greater dissatisfaction with their relationships with teachers, poorer bonds with school, and perceived higher school danger than did students without disabilities. Comparisons involving students who were receiving services for emotional disturbance (ED), learning disabilities (LD), mild mental retardation (MMR), other health impairments (OHI), and no disabilities indicated that students with ED and students with MMR had poorer affiliation with teachers and greater dissatisfaction with teachers than students without disabilities. Students with ED also had poorer bonds with school than did students without disabilities. Students with LD and students with MMR had significantly higher ratings of perceived school danger than did students without disabilities. Results of correlational analyses indicated that student-teacher relationship and school bonding variables were associated with social and emotional adjustment variables for students with and without disabilities. © 2001 John Wiley & Sons, Inc.read more
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Journal ArticleDOI
Toward an Understanding of Definitions and Measures of School Engagement and Related Terms
TL;DR: In this paper, the authors explore the construct and measurement of school engagement and related terms and provide a summary of previous literature, in an effort to offer a foundation to advance related scholarship and practice.
Reference EntryDOI
Relationships Between Teachers and Children
TL;DR: Theoretical and empirical work on relationships between teachers and children relies on developmental systems theory as the foundational conceptual model, drawing heavily from basic science work in social development as well as efforts in education and prevention science as mentioned in this paper.
Journal ArticleDOI
Recent trends in research on teacher–child relationships
Terri J. Sabol,Robert C. Pianta +1 more
TL;DR: Theoretical and empirical work on relationships between teachers and children relies on developmental systems theory as the foundational conceptual model, drawing heavily from basic work in attachment as well as research on social development.
Journal ArticleDOI
School Bonding in Children and Adolescents: Conceptualization, Assessment, and Associated Variables
Samuel J. Maddox,Ronald J. Prinz +1 more
TL;DR: It is concluded that school bonding is an important construct and an appropriate target for intervention and recommends future research on school bonding, especially with respect to positive developmental outcomes and examination of variables that might moderate school bonding.
Journal ArticleDOI
Behaviorally at-risk African American students:The importance of student–teacher relationships for student outcomes
TL;DR: This article examined the associations between the student-teacher relationship and outcomes for African American students who were behaviorally at-risk for referral to special education students were identified by their teachers as having behavior problems.
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Social learning theory
TL;DR: In this article, an exploración de the avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, and autoregulatorios.
Book
Patterns of Attachment: A Psychological Study of the Strange Situation
TL;DR: In this article, the effects of repetition of the "strange situation" on infants' behavior at home and in the classroom were discussed, as well as the relationship between infants' behaviour in the situation and their mothers' behaviour at home.
Journal ArticleDOI
Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention.
TL;DR: The authors suggest that the most promising route to effective strategies for the prevention of adolescent alcohol and other drug problems is through a risk-focused approach.
Journal ArticleDOI
Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health.
Michael D. Resnick,Peter Shawn Bearman,Robert Wm. Blum,Karl E. Bauman,Kathleen Mullan Harris,Jo Ann Jones,Joyce W. Tabor,Trisha Beuhring,Renee E. Sieving,Marcia L. Shew,Marjorie Ireland,Linda H. Bearinger,J. Richard Udry +12 more
TL;DR: Family and school contexts as well as individual characteristics are associated with health and risky behaviors in adolescents, and the results should assist health and social service providers, educators, and others in taking the first steps to diminish risk factors and enhance protective factors for young people.
Related Papers (5)
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
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Sondra H. Birch,Gary W. Ladd +1 more