Relationships with Teachers and Bonds with School: Social Emotional Adjustment Correlates for Children with and without Disabilities.

By Christopher Murray, Mark T. Greenberg. 2001

264 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6aad241e5fbd46cdd35e3405c0f7668c9ce9cf80

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Citations in the corpus

Parent and Teacher Relationships as Predictors of School Engagement and Functioning Among Low-Income Urban Youth (2009, background): “…relationships between children and teachers are positively associated with social and emotional health and can serve as a protective resource for children who are exposed to high levels of stress (Meehan, Hughes, & Cavell, 2003; Murray & Greenberg, 2001; Pianta, Steinberg, & Rollins, 1995).”
Toward an Understanding of Definitions and Measures of School Engagement and Related Terms (2003, background): “…example, some researchers include the achievement of good grades as an indicator of school bonding (e.g., Cernkovich & Giordano, 1992), while others ignore grades and focus only on feelings of commitment or attachment (e.g., Chung, Hill, Hawkins, Gilchrist, & Nagin, 2002; Murray & Greenberg, 2001).”
Behavioral predictors of changes in social relatedness and liking school in elementary school (2005, methodology): “Parker and Asher (1993) used this 3-item subscale as a bpureQ measure of loneliness and reported that it correlated r =.”
Aggressive and nonaggressive rejected students : An analysis of their differences (2006, background): “Furthermore, within the school context, teachers also play an important role in students’ academic success as well as in their social adjustment in the classroom (Hamre & Pianta, 2001; Murray & Greenberg, 2001; Zettergren, 2003).”
Emotions and Behaviors in the Head Start Classroom: Associations Among Observed Dysregulation, Social Competence, and Preschool Adjustment (2004, background): “Such repeated negative experiences in the school setting may eventually result in lowered motivation, decreased participation and a lack of affective bonding to school (Ladd et al., 2000; Murray & Greenberg, 2001).”
Teacher—Student Relationships Among Behaviorally At-Risk African American Youth From Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socioemotional Adjustment Correlates (2011, background): “…that supportive teacher– child relationships can promote adjustment among children, there is some, albeit limited, evidence to suggest that children with behavioral problems may have poorer quality relationships with teachers than do students without behavioral problems (Murray & Greenberg, 2001).”
The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities (2007, background): “Murray and Greenberg (2001) found that, among students with LD, EBD, and MMR, students who had more positive relationships with teachers had lower levels of delinquency.”
Recent trends in research on teacher–child relationships (2012, background): “Teacher–child relationships appear to promote healthy behavioral outcomes and reduce levels of delinquency and socioemotional problems among children with learning difficulties (Al-Yagon & Mikulincer, 2004; Murray & Greenberg, 2001; Pianta et al., 1995).”
The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality (2010, background): “…has been shown to be important from preschool through the high school years (Croninger & Lee, 2001; Hamre & Pianta, 2001), both in relation to students’ bonding toward school (Murray & Greenberg, 2001) and in terms of the instrumental support that students receive from their teachers (Ang, 2005).”
Simply academic? Why children with special educational needs don’t like school (2012, background): “Murray and Greenberg ( 2001 ) have introduced this theoretical framework for students with SEN and disabilities.”
Classroom Emotional Climate, Teacher Affiliation, and Student Conduct (2011, background): “Student reports of teacher affiliation have been positively linked to engagement in the learning process (Furrer & Skinner, 2003; Klem & Connell, 2004; Murray & Greenberg, 2001; Osterman, 2000; Wentzel, 1998) and to time on task (Hamre & Pianta, 2001).”
Behaviorally at-risk African American students:The importance of student–teacher relationships for student outcomes (2007, background): “…Decker et al. / Journal of School Psychology 45 (2007) 83–109 Feinberg, 2000; Hughes et al., 2001; Kesner, 2000), students with disabilities (Murray & Greenberg, 2001), students who are poorly adjusted at school (Blankemeyer, Flannery, & Vazsonyi, 2002), and racial and ethnic minorities…”
Affiliative motivation, school attachment, and aggression in school (2006, background): “Some studies have reported negative associations of school attachment with school misbehavior or conduct problems (Bryant, Schulenberg, Bachman, O’Malley, & Johnston, 2000; Murray & Greenberg, 2001), but not specifically with aggression.”