Literaturnachweis - Detailanzeige
| Autor/inn/en | Van Bergen, Penny; Graham, Linda J.; Sweller, Naomi |
|---|---|
| Titel | Memories of Positive and Negative Student-Teacher Relationships in Students with and without Disruptive Behavior |
| Quelle | In: School Psychology Review, 49 (2020) 2, S.178-194 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Van Bergen, Penny) ORCID (Graham, Linda J.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0279-6015 |
| DOI | 10.1080/2372966X.2020.1721319 |
| Schlagwörter | Teacher Student Relationship; Behavior Problems; Student Behavior; At Risk Students; Memory; Attachment Behavior; Foreign Countries; Elementary School Students; Secondary School Students; Autobiographies; Special Schools; Australia |
| Abstract | A rich body of research using teacher report has shown that students with disruptive behavior are at heightened risk of experiencing negative student-teacher relationships over time. However, no research has compared how students with and without disruptive behavior remember their own past relationships. We conducted autobiographical memory interviews with 96 participants (M[subscript age] = 12.31 years, SD = 1.75) from three groups: two containing students with disruptive behavior (one in alternative school, one in mainstream) and one with no disruptive behavior (in mainstream). Whereas all students in the nondisruptive group and most (90.0%) in the disruptive-mainstream group could remember at least one strongly positive student-teacher relationship, one third (32.1%) in the disruptive-alternative school group could not. This previously unidentified subgroup may be particularly at risk of negative school outcomes in the future. Interestingly, 40.5% of students in the nondisruptive group also recalled at least one strongly negative student-teacher relationship. Across groups, students attributed these negative relationships to teacher hostility and injustice. Drawing on these findings, we discuss implications for interventions to encourage positive student-teacher relationships for all students. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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