Interpersonal Teacher Behaviour and Student Outcomes

By P. D. den Brok, Mieke Brekelmans, T. Wubbels. 2004

376 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b28d182ee6a5764dbb67af9a5da367acf18d937a

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In Education

Citations in the corpus

Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach (2013, background): “Research undertaken by Dorman (2001) indicated that the mathematics classroom environment is positively related to student academic self-efficacy.”
Can teachers motivate students to learn? (2011, result): “These findings are not dissimilar to those of other studies on the influence of teachers’ teaching (Teddlie and Reynolds 2000; den Brok, Brekelmans, and Wubbels 2004; Houtveen, van de Grift, and Creemers 2004).”
Teacher-student relationships in multicultural classes: Reviewing the past, preparing the future (2005, background): “In The Netherlands, researchers arrived at yet another result: students speaking a non-Dutch language at home felt their teachers were less cooperative than native, mainstream Dutch (den Brok et al.2004).”
Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings (2018, background): “Similar results have been obtained for behavioral outcomes, with classes with more social support and classroom management exhibiting higher behavioral engagement in the corresponding subject domain (den Brok et al., 2004; Nie & Lau, 2009).”
Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education (2014, background): “Those studies have shown a relation between higher scores on both dimensions and cognitive and affective learning outcomes (e.g. den Brok et al., 2004, 2006; van Petegem et al., 2008; Wubbels et al., 2006).”
A Cross-National Study of Secondary Science Classroom Environments in Australia and Indonesia (2010, background): “…learning environment research has involved investigations into associations between students’ cognitive and affective learning outcomes and their perceptions of psychosocial characteristics of their classroom environments (den Brok et al. 2004; Fraser and Fisher 1982; McRobbie and Fraser 1993).”
Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage (2012, result): “Previous research has shown that motivation is an important predictor of many student outcomes such as self-eﬃcacy (Harter & Connell, 1984; Ryan, Mims, & Koestner, 1983), academic engagement (Deci & Ryan, 1985; Nurmi & Aunola, 2005; Opdenakker & Maulana, 2010), and academic achievement (i.e., Boggia”
Master's thesis supervision: relations between perceptions of the supervisor–student relationship, final grade, perceived supervisor contribution to learning and student satisfaction (2012, background): “However, some studies suggest that a ceiling effect occurs for the positive effect of affiliation (den Brok 2001 ; den Brok, Brekelmans, and Wubbels 2004 ), indicating that teachers can be too affiliated.”
Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model (2006, background): “The first two elements are important components of measuring classroom climate as classroom environment research has shown (Cazden, 1986 ; Den Brok, Brekelmans, & Wubbels, 2004 ; Fraser, 1991 ), but in this study we concentrate on the type of interactions that exist in a classroom rather than on ”
Interpersonal adaptation in teacher-student interaction (2017, background): “Results showed teacher-student relationships to be associated with student cognitive learning outcomes and motivation (e.g., Cornelius-White, 2007; Den Brok, Brekelmans, & Wubbels, 2004; Pianta, 2006; Roorda, Koomen, Spilt, & Oort, 2011; Wubbels, Brekelmans, Den Brok, & Van Tartwijk, 2006), and…”