Examining Teacher–Child Relationships and Achievement as Part of an Ecological Model of Development

By Erin E O'Connor, K. Mccartney. 2007

538 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/57639ae1bde1e1bcf269aca20e859dd285f7f785

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In Clinical Psychology

In Education

Citations in the corpus

Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science (2013, unknown): “2002), and classroom interactions (O’Connor and McCartney 2007; Pianta 1999).”
Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class. (2018, background): “O’Connor and McCartney (2007) found that, even when controlling for child and family factors, both the change in quality of teacher-student relationships across time (from preschool to 3rd grade) as well as the quality of teacher-student relationships in 3rd grade had an effect on students’…”
Effortful Control, Executive Functions, and Education: Bringing Self‐Regulatory and Social‐Emotional Competencies to the Table (2012, background): “There is also preliminary evidence to suggest that positive teacher–student relationships may protect children from negative family relationships (O’Connor & McCartney, 2007).”
The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, background): “…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 that teacher–student relationship…”
Cognitive Flexibility, Approaches to Learning, and Academic School Readiness in Head Start Preschool Children (2011, background): “Research has linked general executive functions to social relationships with peers (Nigg et al, 1999 ), and social competence has in turn been linked to achievement outcomes (Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000); likewise, teacher–child relationships are associated with ach”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, methodology): “In a sample of third-grade students, O’Connor and McCartney (2007) found that the association between teacher–student relationship quality and achievement test scores was only partially mediated by students’ classroom engagement.”
Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom (2011, background): “(Nelson, Benner, Lane & Smith, 2004 as cited in O’Connor & McCartney, 2007) or related work habits among students whose relationships with teachers are marked by high level of negativity (Hamre & Pianta, 2001).”
Recent trends in research on teacher–child relationships (2012, background): “The moderately significant relation between parent–child and teacher–child relationships suggests that there are other child or teacher characteristics that may influence, attenuate, or strengthen this association (O’Connor & McCartney, 2007).”
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens (2010, unknown): “Furthermore, children show larger gains in academic outcomes ( Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002 ; Howes et al, 2008 ; O'Connor & McCartney, 2007 ), and peer acceptance ( Hughes & Kwok, 2006 ; Hughes, Zhang, & Hill, 2006 ) when they experienced a closer teacher–student relationsh”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “There are many other teacher factors (e.g., instruction quality, autonomy support, and structure; see O’Connor & McCartney, 2007; Skinner et al., 2009), which were beyond the scope of this study, that also influence engagement and achievement.”
Family-School Connectedness and Children's Early Social Development (2012, background): “…2000), and the quality of the relationships children form with their preschool teachers has significant concurrent (Garner & Waajid, 2008; Mashburn et al., 2008) and long-term consequences for children’s outcomes (Hamre & Pianta, 2003; O’Connor & McCartney, 2007; Peisner-Feinberg et al., 2001).”