Children's Relationship with Teachers and Bonds with School An Investigation of Patterns and Correlates in Middle Childhood

By Christopher Murray, Mark T. Greenberg. 2000

388 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b7f03cb62d7c1dffa9091b6243233f6597ed1019

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In Clinical Psychology

In Education

Citations in the corpus

Agency as a fourth aspect of students engagement during learning activities (2011, neutral): “…Building, Department of u, Seoul 136-701, Republic of seng, C.-M. Agency as a fourth dpsych.2011.05.002 and support for autonomy (Birch & Ladd, 1997; Murray & Greenberg, 2000; Reeve, Jang, Carrell, Jeon, & Barch, 2004; Skinner & Belmont, 1993; Skinner, Furrer, Marchand, & Kindermann, 2008;…”
Relational matters: A review of the impact of school experience on mental health in early adolescence (2010, background): “Whilst the majority of children have a positive relationship with their school, a significant minority do not report a sense of connectedness or engagement (Murray & Greenberg, 2000), although this is a complex picture and trends are difficult to ascertain.”
Externalizing Behavior Problems During Adolescence: An Ecological Perspective (2012, background): “Both of these feelings can lead to externalizing behavior problems and poor academic achievement ( Murray and Greenberg 2000 ).”
Behaviorally at-risk African American students:The importance of student–teacher relationships for student outcomes (2007, background): “For instance, Murray and Greenberg (2000) demonstrated that fifth- and sixth-grade students who were classified as having poor relationships with teachers had poorer scores on self- and teacher-ratings of social and emotional adjustment than students who were classified as having more positive…”
Children's Effortful Control and Academic Competence: Mediation through School Liking (2007, neutral): “…less time attending to tasks and also receive less instruction and less positive feedback from teachers (Berndt & Keefe, 1995; Birch & Ladd, 1997; Murray & Greenberg, 2000; Raver, 2002), which may contribute to the formation of negative perceptions of the classroom that interfere with their…”
School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement * (2016, background): “Previous research has shown that teacher support may have the most direct effect on adolescent engagement, beyond the support of parents and peers (Connell & Wellborn, 1991; Murray & Greenberg, 2000; Newmann, 1992; Tosolt, 2010; Wentzel, 1998).”
Understanding How Social and Emotional Skill Deficits Contribute to School Failure (2011, background): “A number of studies point to the powerful influence of educators on children's social and behavioral adjustment and academic success ( DiLalla, Marcus, & Wright-Phillips, 2004 ; Furrer & Skinner, 2003 ; Hughes & Kwok, 2006 ; Murray & Greenberg, 2000 ).”
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, background): “Research validates the notion that all three are important in shaping motivation and engagement in the classroom (Hamre & Pianta, 2001 ; Murray & Greenberg, 2000 ; Pianta, 1999, 2006 ; Ryan & Stiller, 1991 ; Stipek, 2002b ; Wentzel, 1998, 2009 ; Wigfi eld et al., 2006 ) .”
Emotions Matter: Making the Case for the Role of Young Children's Emotional Development for Early School Readiness (2002, background): “Third, children who are disliked by teachers and classmates grow to like school less, feeling less love for learning, and avoid school more often, with lower school attendance (Berndt & Keefe, 1995; Birch & Ladd, 1997; Murray & Greenberg, 2000).”
Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures (2018, background): “Competence items, such as “I feel sure about my schoolwork” (Murray & Greenberg, 2000), reflected students’ confidence in their potential to successfully complete their schoolwork.”