The Teacher-Student Relationship as a Developmental Context for Children with Internalizing or Externalizing Behavior Problems.

By Jean A. Baker, Sycarah Grant, L. Morlock. 2008

638 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/20a41551e72ceb33dfd2bf5b139c528ceb0cf03c

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In Clinical Psychology

In Education

Citations in the corpus

Recent trends in research on teacher–child relationships (2012, background): “Children with externalizing problems and positive relationships with teachers show higher reading scores (Baker et al., 2008), deceleration of externalizing behaviors (Silver et al.”
Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety (2020, background): “Many studies of the teacher–student relationship are based on the attachment theory (Baker et al., 2008; Krstic, 2015; Pianta, 1999; Roorda et al., 2011).”
Understanding Factors Associated with Bullying and Peer Victimization in Chinese Schools Within Ecological Contexts (2012, background): “Social support from teachers also plays an important role in psychological and school adjustment of students (Baker et al. 2008; Chong et al. 2010).”
Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement (2017, background): “Positive relationships with warm and supportive adults in schools, such as teachers, are related to adaptive student achievement behaviours (Baker et al., 2008; Hamre & Pianta, 2006; Ladd & Burgess, 2001; Liew, 2012; Pakarinen et al., 2014).”
Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School (2011, background): “Given the large amounts of time children spend in school and their important role in children’s socialization, schools may be a normative context in which children have the opportunity to receive supports that help prevent the development of behavior problems (Baker et al., 2008; Bronfenbrenner, 197”
Understanding the Role of Teacher Appraisals in Shaping the Dynamics of their Relationships with Students: Deconstructing Teachers’ Judgments of Disruptive Behavior/Students (2009, background): “those with limited interpersonal and academic skills) may be the least likely to be selected as relationship partners ( Baker et al. 2008; Davis and Lease 2007).”
How times change: secondary teachers' job satisfaction and dissatisfaction in 1962 and 2007 (2009, background): “the degree of teacher–student conflict not only influences teachers’ job satisfaction, but is also related to students’ school adaptation and academic outcomes (Baker et al., 2008).”
Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective (2015, background): “Such support helps students of all backgrounds feel safe and secure, and provides scaffolding for important social and academic skills [45].”