Students’ characteristics and teacher–child relationships in instruction: A meta-analysis

By Jari Nurmi. 2012

289 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/65d89cc10f23a27d37ddd754cfc22e7674fcb77b

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In Education

Citations in the corpus

Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “…outcomes and progress and disruptive behaviour are a major source of emotional stimulation for teachers (Emmer et al., 1974; Hargreaves, 1998), and this is then likely to influence both the relationship with a particular child and the kind of instruction they provide for that child (Nurmi, 2012).”
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “Hence, teachers seem to change their teaching practice and experience differences in their relationships with students based on students’ behavioral engagement (Hughes et al. 2008; Nurmi 2012).”
Parental Involvement in Math Homework: Links to Children’s Performance and Motivation (2019, background): “This “evocative effect” of children’s characteristics, not only the active efforts of the child (e.g., specific invitations [Green, Walker, Hoover-Dempsey, & Sandler, 2007]), can influence the reaction of significant others (e.g., parents and teachers [Nurmi, 2012; Nurmi & Kiuru, 2015]).”
Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just (2018, background): “However, children and adolescents differ in their risk for negative perceptions of the relationshipwith their teachers (Nurmi, 2012; Sabol & Pianta, 2012).”
ADHD symptoms and the teacher–student relationship: a systematic literature review (2019, background): “…research regarding relationships between teachers and students with disabilities (Crum, Waschbusch, and Willoughby 2016; Henricsson and Rydell 2004; Nurmi 2012), together with the consensus that high-quality relationships between teachers and students with disabilities are to be seen as a…”