Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade.

By B. Hamre, Robert C. Pianta. Child Development, 2001

3,443 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/89d9e10487fd6857fe3a57687e0c10aafb96bbe9

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In Clinical Psychology

In Education

Citations in the corpus

Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, background): “It is important to note that measures of these dimensions of the teacher–child relationship consistently show positive predictive value with children’s short- and long-term outcomes in both academic and social competencies (Birch & Ladd, 1997; Hamre & Pianta, 2001; Pianta et al., 1995).”
Mathematics Interest and Achievement: What Role Do Perceived Parent and Teacher Support Play? A Longitudinal Analysis (2013, neutral): “However, since the quality of teacher-student relationships declines throughout high school (Eccles et al., 1993; Hamre & Pianta, 2001), other social agents than teachers might be important for girls’ mathematics interest and achievement.”
Motivational Interventions That Work: Themes and Remaining Issues (2007, background): “…teachers report having with their students (Yoon, 2002), depression has been related to the sensitivity and responsiveness of preschool teachers (Hamre & Pianta, 2001), and a secure attachment style has been related to positive as opposed to conflictual interactions of elementary school…”
Transactional associations between classroom engagement and relations with teachers from first through fourth grade (2013, background): “Considering that engagement and the quality of relations with teachers are important for the academic dimension of schooling (Hamre & Pianta, 2001; Ladd & Dinella, 2009), research examining the developmental continuity of these factors is now warranted.”
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions (2009, background): “In addition, higher levels of teacher–child closeness predicted good work habits and fewer internalizing and externalizing problems in later school years (Baker, 2006; Birch & Ladd, 1997; Hamre & Pianta, 2001).”
Play therapy with children exhibiting symptoms of attention deficit hyperactivity disorder. (2007, neutral): “However, other studies have indicated that with no intervention, problem relationships with teachers actually increase over time (Hamre & Pianta, 2001; Pianta, Steinberg, & Rollins, 1995; Pianta & Stuhlman, 2004).”
Emotions and Behaviors in the Head Start Classroom: Associations Among Observed Dysregulation, Social Competence, and Preschool Adjustment (2004, background): “This may in turn deprive the child of an important buffer he or she could benefit from during the preschool years and over the transition into more formal schooling and beyond (Hamre & Pianta, 2001; Pianta, 1997).”
Emotionality, Emotion Regulation, and School Performance in Middle School Children. (2002, background): “For example, Hamre and Pianta (2001) recently found that, controlling for cognitive ability, children who had negative conflicted relationships with their kindergarten teachers had lower grades and worse work habits in 8th grade.”
Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores (2013, background): “For example, teachers’ scores on the CLASS protocol have been linked to students’ social and emotional development in preschool settings (Hamre and Pianta 2001).”
Teacher-Child Relationships and Children's Success in the First Years of School (2004, background): “Negativity described by teachers in their relationships with children, particularly boys and children who had early behavior problems, was an especially robust predictor of those children’s long-term adjustment to school (Hamre & Pianta, 2001).”
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).”
Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders (2007, background): “…negative relationships with their teachers (Ladd & Burgess, 1999), and recent research has indicated that problematic relationships between teachers and students with behavior problems in kindergarten are associated with academic and behavioral problems through eighth grade (Hamre & Pianta, 2001).”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “In terms of relationships with teachers, Hamre and Pianta (2001) have shown that negative aspects of children’s relationships with kindergarten teachers (i.e., dependency and conflict, as rated by teachers) are related to their academic success through eighth grade, even when controlling gender,…”
Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships (2020, background): “…a young age (i.e., kin-dergarten or early primary 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,…”
Authoritative Classroom Management: How Control and Nurturance Work Together (2009, background): “Early positive teacher–student relationships appear to be particularly essential to the development of students who enter school with low academic and social skills ( Hamre & Pianta, 2001 ).”