Teacher-Child Relationships and Children's Success in the First Years of School

By Robert C. Pianta, Megan W. Stuhlman. 2004

1,130 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/12e54ff1709b1dbcfd9fd9450086c4af8d172b32

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In Clinical Psychology

In Education

Citations in the corpus

Examining Teacher–Child Relationships and Achievement as Part of an Ecological Model of Development (2007, background): “Children with higher quality relationships evidence greater levels of achievement than children with lower quality relationships (Birch & Ladd, 1997; Furrer & Skinner, 2003; Pianta, 1999; Pianta et al., 1997; Pianta & Stuhlman, 2004).”
Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders (2009, background): “Pianta and Stuhlman (2004) conducted a hierarchical regression analysis of first-grade students to explore the connections between teacher–student relationship quality and social and academic skill development.”
Preschool Teacher Attachment, School Readiness and Risk of Learning Difficulties. (2013, background): “…body of research that supports the assumption that children who have a more secure attachment are more successful in school (Birch & Ladd, 1997; Hamre & Pianta, 2001; Peisner-Feinberg et al., 2001; Pianta, Hamre, & Sthulman, 2003; Pianta, Steinberg, & Rollins, 1995; Pianta & Stuhlman, 2004).”
Teacher Management of Elementary Classroom Social Dynamics (2014, background): “However, these same benefits may derive simply from teachers developing responsive and emotionally supportive relationships with students (Pianta & Stuhlman, 2004); or, alternatively, teachers’ active efforts to manage classroom social relationships could prove ineffective if they occur in the…”
Recent trends in research on teacher–child relationships (2012, background): “…relationships uniquely predicts children’s concurrent functioning and subsequent development across multiple domains, including academic performance, psychosocial functioning, and motivation and engagement in school (Howes et al., 1994; Pianta & Stuhlman, 2004; Pianta, Steinberg, & Rollins, 1995).”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, methodology): “For example, several articles used participants from the NICHD Study of Early Child Care and Youth Development (e.g., Belsky et al., 2007; O’Connor & McCartney, 2006; Pianta & Stuhlman, 2004).”
Profiles of Educational Quality in First Grade (2009, background): “Classroom negativity is also an important contributor to children’s school experience (Pianta, 2001; Pianta & Stuhlman, 2004) and has been tied to lower achievement and increased disruptive behavior (Hamre & Pianta, 2001).”
Applicability of the Student—Teacher Relationship Scale (STRS) in the Greek Educational Setting (2008, methodology): “Similar to parent–child relationships, teacher–child relationships seem to “serve a regulatory function with regard to children’s social and emotional development” (Pianta & Stuhlman, 2004, p. 444) and can inspire a positive or negative influence on children’s ability to succeed in school.”
Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school (2014, background): “Emotional engagement in teacher–student relationships has also been found to have significant implications for students’ future academic achievement and social and behavioural outcomes (e.g., Pianta & Stuhlman, 2004; Silver et al., 2005; Wang & Holcombe, 2010).”
Play therapy with children exhibiting symptoms of attention deficit hyperactivity disorder. (2007, neutral): “However, other studies have indicated that with no intervention, problem relationships with teachers actually increase over time (Hamre & Pianta, 2001; Pianta, Steinberg, & Rollins, 1995; Pianta & Stuhlman, 2004).”
Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships (2016, background): “A close teacher–child relationship, characterized by warmth, affection and open communication, has been associated with children’s prosocial behavior (Howes 2000; Pianta and Stuhlman 2004; Roorda et al. 2014; Spivak and Howes 2011).”