TWO DECADES OF RESEARCH ON TEACHER–STUDENT RELATIONSHIPS IN CLASS

By T. Wubbels, Mieke Brekelmans. 2005

548 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3fbeca21f1a090a1412f9e4780f883af695ed324

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Measuring Effective Teacher-Student Interactions From a Student Perspective (2015, background): “The majority of student surveys focus on the emotional and organizational aspects of classrooms (i.e., the Classroom Environment Scale, Moos & Tricket, 1987; or Questionnaire on Teacher Interaction, Wubbels & Brekelmans, 2005).”
Developing an Instrument for Teacher Feedback : Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors (2018, background): “Wubbels and Brekelmans (2005) review two decades of research on interpersonal relation-”
Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate. (2011, background): “These instruments include the Learning Environment Inventory (Walberg & Anderson, 1968), Classroom Environment Scale (CES; Trickett & Moos, 1973), My Class Inventory (Fisher & Fraser, 1981), Classroom Life Instrument (CLI; Johnson & Johnson, 1983), Individualized Classroom Environment Questionnaire ”
Relationship influences on students’ academic achievement, psychological health and well-being at school (2010, background): “…attention to the studentteacher relationship because, despite the evidence that such relationships make a difference (OECD, 2005; Rowe, 2002; Wubbels & Brekelmans, 2005), school practices suggest that more clarity is needed in arguing for the strength of the…”
The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, background): “Despite most research findings indicating that teacher–student relationship benefits performance-related variables (e.g. Hughes et al., 2008; Lee et al., 2009; Meehan, Hughes, & Cavell, 2003; O’Connor & McCartney, 2007; Velayutham & Aldridge, 2013; Wubbels & Brekelmans, 2005), some research showed t”
Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage (2012, methodology): “In the present study, teacher–student interpersonal relationships were studied from the perspective of interpersonal behaviour incorporating the Model for Teacher Interpersonal Behaviour (MITB; Wubbels & Brekelmans, 2005).”
Master's thesis supervision: relations between perceptions of the supervisor–student relationship, final grade, perceived supervisor contribution to learning and student satisfaction (2012, background): “Research in secondary education has shown that the control dimension is positively related to both cognitive student outcomes and affective outcomes (mostly measured as subject-specific motivation) (Wubbels and Brekelmans 2005 ).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “Consistent with other circumplex models capturing teachers’ interpersonal behavior (e.g., den Brok et al. 2004; Wubbels and Brekelmans 2005), Aelterman et al. (2019) recently developed an SDT-based circumplex model of (de)motivating teaching and tested this model among students and teachers in…”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, methodology): “For instance, classroom climate measured with the Classroom Assessment Scoring System (e.g., Ponitz, Rimm-Kaufman, Grimm, & Curby, 2009) and teacher style measured with the Questionnaire on Teacher Interaction (see the review study of Wubbels & Brekelmans, 2005) were excluded for this reason.”
Teacher–student interpersonal relationships in Indonesia: profiles and importance to student motivation (2011, background): “Overall, the research shows that Proximity has a stronger effect on affective outcomes than Influence (e.g., den Brok, Brekelmans, & Wubbels, 2004; Wubbels & Brekelmans, 2005).”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “…as classroom climate (e.g., Mashburn et al., 2008; Ponitz, Rimm-Kaufman, Grimm, & Curby, 2009) or teacher styles (see, e.g., the review study of Wubbels & Brekelmans, 2005), were not included because previous research has shown that the quality of TSRs differs across children in the classroom…”