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Cited by 332

The DOI matches its Crossref record; 111 of the 111 references it cites were found in a registry or an index.

Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment

Open access
Hughes, Jan N.·2011·The Elementary School Journal
DOI 10.1086/660686
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Abstract

The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed.

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Metadata

Authors
Hughes, J. N.
Venue
The Elementary School Journal
Publisher
University of Chicago Press
Published
2011-09
Volume
112
Issue
1
Pages
38-60
ISSN
  • 0013-5984 (ISSN-L)
  • 1554-8279
DOI
10.1086/660686
OpenAlex
W2112396146
Cited by
332
References
111
FWCI
62.47
Type
journal article
Language
en
Open access
green

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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.