Recent trends in research on teacher–child relationships

By Terri J Sabol, Robert C. Pianta. Attachment & Human Development, 2012

818 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/984210dbf383b3aba0b52a8796d2d22fc17f8b0d

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In Clinical Psychology

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Citations in the corpus

Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study (2020, background): “…psychological needs (Bakadorova and Raufelder 2018; Froiland, Worrell, and Oh 2019), are among the most proximal levels of influence on student development at school, and are a result of an ongoing interplay between the individual teacher and the student’s characteristics (Sabol and Pianta 2012).”
Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method (2018, background): “…are not solely characterized by the quality of interactions between two parties, as relationships are also characterized by an individual’s perceptions and internal feelings toward another person, such as perceptions of belonging, trust, and connection (Juvonen, 2006; Sabol & Pianta, 2012).”
Teacher–Child Interactions in Infant/Toddler Child Care and Socioemotional Development (2015, methodology): “Teacher–Child Interactions as Compensatory Examining teacher–child interaction quality as a moderator of the association between risk factors and socioemotional well-being is the subject of much investigation (for a review, see Sabol & Pianta, 2012).”
Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just (2018, background): “Reciprocal interactions between students and teachers that are characterized by respect, warmth, sensitivity and responsiveness lay the foundation for the formation of positive perceptions of relationships (Brock & Curby, 2014; O'Connor, 2010; Pianta et al., 2003; Sabol & Pianta, 2012).”
Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships (2016, background): “Therefore, it may be reasonable to suppose that the teacher–child relationship can mediate the association between children’s relationships with their parents and developmental outcomes, like prosocial behavior in the classroom (Sabol and Pianta 2012).”
In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, background): “As previously discussed, a variety of mechanisms have been documented through which teachers influence student engagement and motivation (Sabol & Pianta, 2012; Wentzel, 2009a) and studies are increasingly identifying pathways of peer influence, which seem to be both cognitive (for a review, see…”
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, methodology): “In young children, an attachment-based perspective is often used in research (Sabol & Pianta, 2012; Verschueren & Koomen, 2012).”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “The last two exclusion criteria limited the focus to TSRs and engagement in mainstream schools, although Sabol and Pianta (2012) have recommended that future research examine the role of TSRs among students with special needs (Sabol & Pianta, 2012).”