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- W2495875056 abstract "In this chapter I address: (a) current perspectives on the teacher–student relationship; (b) assessment issues; and (c) the implications of early student-teacher relationships for school adjustment. While substantial progress has been made on the conceptualization and measurement of the teacher–child relationship construct, it is important to empirically establish the multidimensionality of the construct across the school years. Research that examines the perspectives of both teachers and children is also critically needed in light of growing evidence that the teacher–child relationship is crucial in the early school years. The evidence on the role of the teacher–student relationship on school adjustment indicates that low relational negativity seems to particularly benefit children who present with troubling behaviors early in school. However, the nature of the association between early school adjustment and the teacher–child relationship is far from conclusive. Attention to constructs that represent warmth, closeness, caring, and nurturance is needed for research to explore what aspects of these constructs might serve as buffers against adversity." @default.
- W2495875056 created "2016-08-23" @default.
- W2495875056 creator A5088893279 @default.
- W2495875056 date "2005-06-15" @default.
- W2495875056 modified "2023-09-26" @default.
- W2495875056 title "Teacher–Student Relationships and Early School Adjustment" @default.
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- W2495875056 doi "https://doi.org/10.1016/s0735-004x(05)18006-9" @default.
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