Child level correlates of teacher–student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations

By Christopher Murray, Kelly M. Murray. 2004

284 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5442c62b985ab1ec19a88cef1036c91cc5cb523c

How researchers see this paper

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

In Clinical Psychology

1. J. Pitzer
2. Catherine P. Bradshaw
3. Ellen A. Skinner
4. Keith Zvoch
5. J. Spilt
6. Laura M. Justice
7. Andrew J. Mashburn
8. Christopher Murray

In Education

1. J. Pitzer
2. Laura M. Justice
3. Keith Zvoch
4. J. Spilt
5. Ellen A. Skinner
6. Andrew J. Mashburn
7. S. Rimm-Kaufman
8. Mary M. Mitchell

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, methodology): “Although the instrument was originally designed for use with young children, it has subsequently been used with samples of older children in Grades 4 through 6 (Decker et al., 2007; Murray & Murray, 2004).”
• Aggressive and nonaggressive rejected students : An analysis of their differences (2006, result): “These results are in line with previous studies showing that both rejected and aggressive children are less successful at school (Hatzichristou & Hopf, 1996; Wentzel & Asher, 1995) and usually have conflictual relationships with teachers (Murray & Murray, 2004).”
• The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, background): “Nevertheless, more dependency generally relates to lower school adjustment, and it is interesting to examine how it relates to EFs (Murray & Murray, 2004).”
• Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement (2017, result): “…of the phenomenon. in summary, previous research suggests that student–teacher relationships are one of the most important factors in the school achievement and outcomes of students with behaviour and emotional problems (e.g. Baker et al., 2008; Capern & Hammond, 2014; Murray & Murray, 2004).”
• Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method (2018, background): “Unfortunately, data indicate that many classrooms are characterized by strained relationships between teachers and their students (Murray & Murray, 2004; Yoon, 2002), creating a sense of belonging uncertainty for students that may undermine their engagement and performance in school (Yeager et al.,…”
• Parent and Teacher Relationships as Predictors of School Engagement and Functioning Among Low-Income Urban Youth (2009, background): “…Adolescence Pianta, 1999) whereas investigations of older children and adolescents have relied primarily on student self-reports of relationship quality and data regarding student adjustment (e.g., Arbona & Power, 2003; Garcia-Reid et al., 2005; Lynch & Cicchetti, 1997; Murray & Murray, 2003).”
• Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals (2010, background): “The use of different disciplinary practices may also vary by both the student’s and teacher’s ethnicity (Murray & Murray, 2004).”