Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development

By H. Davis. 2003

825 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/95a5be5a0cc23d9ddf376e2f54a5a8bd7e974df4

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In Clinical Psychology

In Education

Citations in the corpus

The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019, neutral): “theory, sociocultural perspectives, and self-determination theory (Davis, 2003).”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, background): “Two theoretical approaches that have been especially important in research about teacher–student relationships in connection with academic adjustment are social–motivational theories and the extended attachment perspective (Davis, 2003).”
Emotional Competence and its Influences on Teaching and Learning (2010, background): “Children are also more likely to be on task and exert more effort into their academic tasks when they have a classroom teacher who displays high levels of positive affect (Davis 2003).”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “For example, Dobbs and Arnold (2009) and Ladd et al. (1999) found that students’ behavioural problems corresponded with low-quality childteacher relationships and a high level of child-teacher conflict. Doyle’s (1979b) results showed that students’ exhibiting external problem behaviour also induced ”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, neutral): “In addition, teachers’ emotions in classes are a significant factor of students’ motivation, behavior and well-being (Boekaerts, 2007; Davis, 2003; Furrer & Skinner, 2003; Taxer & Frenzel, 2012; Vauras, Salonen, Lehtinen, & Kinnunen, 2009).”
Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes (2014, background): “It has also been conceptualised by different theoretical approaches (Davis, 2003).”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “and his or her teacher are the source material for student-teacher connections, and these connections can strongly influence student learning (Davis, 2003).”
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, positive): “However, as classrooms are inherently social contexts, and teachers’ socioemotional support is one of the strongest correlates of student adjustment (e.g., Davis, 2003), researchers should work to increase awareness of the impact of TSE on emotional support in the classroom.”
Exploring the Contexts of Relationship Quality between Middle School Students and Teachers (2006, background): “Over the past 20 years, there has been considerable research on how relationships between students and teachers affect the quality of students’ motivation and classroom learning experiences (Davis, 2003).”
Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders (2009, background): “For example, middle school students who experience supportive teacher relationships demonstrate decreased symptoms of depression compared to students who lack such experiences (Davis, 2003).”
Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics (2014, methodology): “I measured math interest with four items that are based on Hidi and Renninger’s (2006) study and Riconscente’s (2010) study. All items were assessed along a 4-point Likert-style scale ranging from 1 (strongly disagree) to 4 (strongly agree). Sample items include the following: “I enjoy math” and “I ”
Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS) (2013, background): “We also drew from teacher-student relatedness research (Davis, 2003; Klassen et al., 2012; Pianta et al., 2012; Wang, 2009) for generation of social engagement items.”