Predicting School Adjustment in Early Elementary School: Impact of Teacher‐Child Relationship Quality and Relational Classroom Climate

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Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “In contrast, relationships characterized by high levels of conflict and negativity have been found to be associated with higher levels of child externalizing behavior and lower levels of achievement (Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002; Buyse et al., 2009; Doumen, Verschueren, Buyse, ”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “…−.29 −.54 – Bao & Lam 2008 48 p .57 – .16 – – .55 Bao & Lam 2008 99 p .37 – – – – – Barbarin et al. 2013 335 p .25 – .01 – – – Birch & Ladd 1997 206 p .35 −.26 – – −.73 – Bos et al. 2008 866 s – – .00 – – – Brendgen et al. 2006 302 p – – – −.26 – – Buyse et al. 2009 6,994 p – – −.01 −.03 −.20…”
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “With only a few exceptions, most studies examining climate in the current research synthesis included quality of student–teacher relationships and various measurements of emotional support and caring, primarily from teachers (e.g., Buyse et al., 2009; Hughes et al., 2008; Košir & Tement, 2014).”