ERIC Number: EJ1306549
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0885-6257
EISSN: N/A
The Importance of Teacher-Student Relationships in Classrooms with 'Difficult' Students: A Multi-Level Moderation Analysis of Nine Berlin Secondary Schools
Dietrich, Lars; Zimmermann, David; Hofman, Josef
European Journal of Special Needs Education, v36 n3 p408-423 2021
Meta-analyses suggest that instructional quality in the classroom and the quality of teacher-student relationships (TSR) predict positive social-emotional and achievement-related outcomes. Psychoanalytic theory asserts that positive teacher-student relationships are particularly important for outcomes in classrooms with more students with severe psychosocial difficulties. Hence, this study tests whether classrooms with more students with severe psychosocial difficulties have better social-emotional and achievement-related outcomes when teachers have been able to establish more positive relationships with their students. Hierarchical linear regression models use nested student survey data from 32 classrooms. Results only partially support the hypothesis and suggest that too many students with psychosocial difficulties might overwhelm even teachers with strong relationship-building skills, leading to detrimental outcomes.
Descriptors: Teacher Student Relationship, Secondary School Students, Foreign Countries, Behavior Problems, Emotional Problems, Social Problems, Social Emotional Learning, Academic Achievement, Hierarchical Linear Modeling, Surveys
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany (Berlin)
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey
Grant or Contract Numbers: N/A