Teacher–Student Relationships and Classroom Management
By T. Wubbels, J. Brekelmans, den Pj Perry Brok, L. Wijsman, T. Mainhard, van Jwf Jan Tartwijk. 2014
156 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/8430d03198466bde775073477cb495319c6905c7
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Camilla Forsberg
- T. Mainhard
- Thomas Goetz
- Sophie Oudman
- Lisette Hornstra
- Anouschka van Leeuwen
- Roel Bosker
- Jeroen Janssen
Citations in the corpus
- Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study (2020, background): “…ethics and children’s rights, positive, warm, and supportive teacher–student relationships have been associated with successful classroom management (Marzano, Marzano, and Pickering 2003; Wubbels et al. 2015) and effective teaching (Cortez, Gayle, and Preiss 2009; Hattie 2009; Kyriacou 2009).”
- Positive teacher–student relationships go beyond the classroom, problematic ones stay inside (2017, unknown): “Following the approach of Wubbels et al. (2014) we de fi ne the teacher – student relationship “ as the generalized interpersonal meaning students and teachers attach to their interactions with each other ” (p. 364).”
- A systematic review of teacher guidance during collaborative learning in primary and secondary education (2019, background): “We found that this relationship seems to be complementary (Wubbels et al., 2014): when teachers take less control, students take up more control, and vice versa.”
- Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, unknown): “Negative teaching behaviors such as negative reactions to students' failure are an indicator for an ineffective behavior management of students and an important component of teachers' classroom management (Wubbels et al., 2014).”
- Student emotions in class: The relative importance of teachers and their interpersonal relations with students (2018, methodology): “Second, because interpersonal processes and emotions are intertwined (Fischer & Van Kleef, 2010; Keltner et al., 2008), we applied interpersonal theory (Horowitz & Strack, 2010) and its adaptation to the educational context (Wubbels, Cr eton, & Hooymayers, 1985; Wubbels et al., 2014).”