Influence of Student-Teacher and Parent-Teacher Relationships on Lower Achieving Readers' Engagement and Achievement in the Primary Grades.

By J. Hughes, Oi-man Kwok. Journal of Educational Psychology, 2007

719 citations recorded by the source corpus.

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Citations in the corpus

The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation (2010, methodology): “Several studies have reported an association between parent–child relationship and student engagement (Furrer & Skinner, 2003; Hughes & Kwok, 2007).”
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “For example, three studies indicated that the association between positive student–teacher relationships and higher academic achievement is mediated by students’ classroom engagement (Hughes & Kwok, 2007; Hughes, Luo, Kwok, & Loyd, 2008; Zimmer-Gembeck, Chipuer, Hanisch, Creed, & McGregor, 2006).”
Social influences, school motivation and gender differences: an application of the expectancy‐value theory (2011, background): “Hughes and Kwok ( 2007 ) showed that female students had closer and more supportive teacher–student relationships than male students did.”
School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement * (2016, background): “Moreover, Hughes and Kwok (2007) have proposed that boys’ relationships with their teachers are characterized by less familiarity than girls’.”
The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, background): “…in preschool and lower grades in primary school have used teacher-report of teacher–student relationship because young learners may not be able to validly express their social relationship quality (Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002; Hughes & Kwok, 2007; Saft & Pianta, 2001).”
Family-School Connectedness and Children's Early Social Development (2012, background): “This is consistent with literature at the elementary-school level that shows that affective qualities, such as trust, exert a stronger influence on children’s outcomes than do the frequency of voluntary and parent–teacher conference contacts (Hughes & Kwok, 2007; Rimm-Kaufman et al., 2003).”
Links Between Parent-Teacher Relationships and Kindergartners' Social Skills: Do Child Ethnicity and Family Income Matter? (2011, background): “…with school-age children has shown that strong home-school relationships are associated with children’s outcomes, including engagement in the classroom and teachers’ perceptions of children’s academic competence (Connors & Epstein, 1995; Hauser-Cram, Sirin, & Sti- pek, 2003; Hughes & Kwok, 2007).”
Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes (2008, background): “We did not include the potentially important aspect of social interaction ( Hughes & Kwok, 2007 ), which should be studied as a process of reading engagement.”
Recent trends in research on teacher–child relationships (2012, result): “…did not test for differences between minority children (i.e., African American and Hispanic children), which is a limitation considering that African American children tend to have less supportive relationships with teachers compared to Hispanic and Caucasian children (Hughes & Kwok, 2007).”
Because Wisdom Can’t Be Told (2012, background): “Moreover, the quality of teachers’ relationships with parents has consequences for student achievement, motivation, and emotional, social, and behavioral adjustment (Boethel, 2003; Fan & Chen, 2001; Hughes & Kwok, 2007).”
Teacher Support and Adolescents' Subjective Well-Being: A Mixed-Methods Investigation (2009, background): “Such beneficial academic outcomes have been observed in studies of youth from diverse backgrounds, suggesting that the link between teacher support and student success is generalizable across culture and ethnicity (Close & Solberg, 2008; Hughes & Kwok, 2007).”
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement (2009, background): “Our results corroborate other findings using teacher reports (Hughes & Kwok, 2007).”
Efficacy of the Responsive Classroom Approach (2014, background): “Emotionally and instructionally supportive school experiences appear to be particularly important for children from poor families (Crosnoe et al., 2010; Hughes & Kwok, 2007).”