Contributions of teacher–child relationships to positive school adjustment during elementary school

By Jean A. Baker. 2006

917 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/76d2d072391af1713e9009618619a386f5bad7a8

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In Clinical Psychology

In Education

Citations in the corpus

Adversity and resilience: A synthesis of international research (2013, background): “Caring teacher-student relationships also have been linked with positive adjustment for children across grades, gender, and types of outcomes, and have been documented to play a particularly strong protective role for children with developmental vulnerabilities (e.g. Baker, 2006).”
Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School (2011, background): “Teacher-child relationships may be one of the proximal environmental processes through which children’s risk trajectories are altered (Baker, 2006).”
Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, methodology): “Previous research has suggested that under-controlled behavior, operationalized here as anger, may affect the quality of the teacher–child relationship and, ultimately, children’s school readiness (e.g., Baker, 2006; Murray & Murray, 2004).”
Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships (2010, background): “Baker (2006) reported that children experiencing BANKING TIME 59 behavioral or learning problems showed poorer school outcomes and were less able than classmates without such problems to benefit from a close teacher relationship.”
Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships (2020, background): “…school) because it may affect future student outcomes (e.g., social skills, academic achievement; Hamre & Pianta, 2001; Pianta & Stuhlman, 2004) and serve as a protective factor for students who are at risk academically or behaviorally (Baker, 2006; Burchinal et al., 2002; Dearing et al., 2016).”
Motivation to Learn and Teacher-Student Relationship. (2016, background): “Studies have shown that positive teacher–student relationships can lead to a warm classroom environment that facilitates successful adaptation to school and thereby increases student motivation to learn (Baker, 2006; Davis, 2006).”
Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage (2012, background): “, 2003; Rickards, 1998) and that the effect of teacher–student relationships on learning behaviour may be different for boys than for girls (Baker, 2006).”
Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, background): “Moreover, it has been suggested that a close relationship with a teacher provides children with a secure base from which to explore the school environment, which may also lead to increased opportunities for social interaction (Baker, 2006; Birch & Ladd, 1997; Hamre & Pianta, 2001).”
Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method (2018, background): “…that positive teacher–student relationships may have protective effects for elementary-age children who experience learning and behavioral problems (Baker, 2006; Bierman, 2011) and that children who demonstrate externalizing problems in the classroom often have weaker relationships with their…”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “…including children who are living in poverty or who have low maternal education, adjustment problems, and/or learning disabilities, are at risk for a host of academic and socioemotional difficulties (Baker, 2006; Bender & Wall, 1994; Duncan, Brooks-Gunn, & Klebanov, 1994; Ladd & Burgess, 2001).”