Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes
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Person characteristics can function as both input and output, acting as hindering or promotive antecedents of proximal processes or as desired outcomes shaped by interrelations over time.
“Person characteristics can function as both input and output (Navarro etal., 2022). That is, they can act as either hindering or promotive antecedents of proximal processes (e.g., prosocial behaviors elicit more positive interactions, McGrath and Van Bergen (2015)) or as desired outcomes shaped by the synergistic interrelations of person, proximal processes, and context over time”
From “So That You Can Feel Well”: Perspectives of Students with Social, Emotional and Behavioral Difficulties on Factors that Support School Attendance (2025) · cites this paper as McGrath and Van Bergen, 2015
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 27,815 · see citing works
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · see citing works
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292 · see citing works
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011) · Review of Educational Research · doi:10.3102/0034654311421793 · Cited by 2,370 · see citing works
Murray, C., & Malmgren, K. (2005) · Journal of School Psychology · doi:10.1016/j.jsp.2005.01.003 · Cited by 227 · see citing works
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Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.05.006 · Cited by 435 · see citing works
Van Dam, L., Smit, D., Wildschut, B., Branje, S. J. T., Rhodes, J. E., Assink, M., & Stams, G. J. J. M. (2018) · American Journal of Community Psychology · doi:10.1002/ajcp.12248 · Cited by 174 · see citing works
Fabris, M. A., Lin, S., & Longobardi, C. (2023) · Journal of School Psychology · doi:10.1016/j.jsp.2023.101227 · Cited by 46 · see citing works
Enderle, C. (2025) · School Mental Health · doi:10.1007/s12310-025-09764-z · Cited by 12 · see citing works
“…is, they can act as either hindering or promotive antecedents of proximal processes (e.g., prosocial behaviors elicit more positive interactions, McGrath and Van Bergen (2015)) or as desired outcomes shaped by the synergistic interrelations of person, proximal processes, and context over time…”
Positive student-teacher relationships and exclusionary discipline practices
Eddy, C. L., Huang, F. L., Prewett, S. L., Herman, K. C., Hrabal, K. M., de Marchena, S. L., & Reinke, W. M. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101314 · Cited by 9 · see citing works
Klan, A., Whitley, J., Krause, A., McBrearty, N., Rogers, M. A., & Smith, J. D. (2024) · Educational and Child Psychology · doi:10.53841/bpsecp.2024.41.1.73 · Cited by 8 · see citing works
- Authors
- McGrath, K. F., & Van Bergen, P.
- Affiliations
- Macquarie University (AU)
- Corresponding author
- McGrath, Kevin F.
- ORCID
- McGrath, Kevin F.
- Venue
- Educational Research Review
- Publisher
- Elsevier BV
- Published
- 2015-02
- Volume
- 14
- Pages
- 1-17
- ISSN
- 1747-938X (ISSN-L)
- OpenAlex
- W2041481557
- Cited by
- 400
- References
- 5
- Citations by year
- 2026: 36 · 2025: 51 · 2024: 51 · 2023: 47 · 2022: 51 · 2021: 44 · 2020: 38 · 2019: 30 · 2018: 22 · 2017: 17 · 2016: 9 · 2015: 4
- FWCI
- 47.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Research Review (publishedVersion)
- Topics
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Social Psychology › Attachment and Relationship Dynamics
- Keywords
- teacher-student relationship, at-risk students, attachment relationships, parent-teacher relationships, educational outcomes, emotional development, academic year, protective factors, risk factors
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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