Parent and Teacher Relationships as Predictors of School Engagement and Functioning Among Low-Income Urban Youth

By Christopher Murray. 2009

281 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/011c62cda617e1589c2fd5ae0b70f4f7952774f1

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Citations in the corpus

Teacher—Student Relationships Among Behaviorally At-Risk African American Youth From Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socioemotional Adjustment Correlates (2011, result): “Also congruent with prior findings, positive dimensions of teacher– student relationships were more strongly associated with students’ school adjustment than were negative features of these relationships (Murray, 2009; Ryan et al.,1994; Wolley & Bowen, 2007).”
Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, result): “…& Bowen, 2004; Davidson & Phelan, 1999; Garcia-Reid, 2007; Green, Rhodes, Hirsch, Suarez-Orozco, & Camic, 2008; Hughes & Kwok, 2007; Marks, 2000; Murdock, 1999; Murray, 2009; Patrick, Ryan, & Kaplan, 2007; Ryan & Patrick, 2001; Ryan, Stiller, & Lynch, 1994; Sharkey, You, & Schnoebelen, 2008).”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “C. Murray (2009) suggested that there may be a developmental shift in the importance of specific aspects of TSRs, with negative dimensions of the relationships being more important for the school adjustment of younger children and positive aspects being more important for adolescents.”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, background): “, 2002), whereas negative relationships would be negatively linked to engagement (β32; e.g., de Laet et al., 2015; Murray, 2009).”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “…Daly, Shin, Thakral, Selders, & Vera, 2009; Martin, Marsh, McInerney, Green, & Dowson, 2007; Murray, 2009; Rosenfeld, Richman, & Bowen, 2000; Ryan, Stiller, & Lynch, 1994; Tucker et al., 2002), to have higher expectations (Murray, 2009), and to be more autonomously motivated (Ryan et al., 1994).”
The Relationship between Parent Expectations and Postschool Outcomes of Adolescents with Disabilities (2012, unknown): “…indicates the important and positive influence of adult role models and mentors such as teachers or adults in the community and their unique contribution to adolescent and young adult outcomes (Beir, Rosenfeld, Spitalny, Zansky, & Bontempo, 2000; Jekielek, Morre, & Hair, 2002; Murray, 2009).”
Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects (2015, background): “Only few studies investigated the associations of teacher support with student effort and their emotional involvement simultaneously finding positive predictive effects for both outcomes (Furrer & Skinner, 2003; Garcia-Reid, Reid, & Peterson, 2005; Murray, 2009).”
The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction (2016, background): “Students who report caring and supportive interpersonal relationships in school have more positive academic attitudes (Ryan, Stiller, & Lynch, 1994), are more satisfied with school in general (Erath, Flanagan, & Bierman, 2008; Wentzel, Barry, & Caldwell, 2004; Verkuyten & Thijs, 2002), and are also ”
Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics (2014, background): “Consequently, little is known about the extent to which teacher-related contextual factors are related to academic outcomes among minority students, especially the ones raised in poor communities (Davis, 2003; Murray, 2009).”
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging (2015, background): “…aspects of need-supportive teaching has the potential to help to promote young adolescents’ academic motivation, classroom engagement, and school belonging, and may be especially important for students in large, urban, diverse schools (Daniels & Arapostathis, 2005; Murray, 2009; Nicholls, 2008).”
Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school. (2012, background): “Adolescence is a period when relationships with nonparental adults take on increased meaning because adolescents are seeking support and guidance from adults outside of the home (Murray, 2009; Roeser et al., 1998).”
School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination (2018, background): “…studies have suggested that a positive school climate fosters greater student engagement in school, while other studies have found that engagement leads to greater learning and academic success (Archambault, Janosz, Fallu, & Pagani, 2009; Lawson & Masyn, 2015; Murray, 2009; Wang & Eccles, 2013).”
How Schools Enhance the Development of Young People’s Resilience (2019, background): “These usually include in some form meaningful relationships with friends, family members, teachers, and other school staff (Klem and Connell 2004; Shin et al. 2007; Murray 2009).”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “…Better proximity ● Higher academic achievement, academic school (β = .44***, direct effect) NA ● Higher academic achievement, vocational school (NS, direct effect) NA ● Higher academic achievement, vocational school (β = −.03* and β = .10*, indirect effect pathways) TABLE 2…”