Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs.

By Robert M. Klassen, Nancy E. Perry, A. Frenzel. 2012

513 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cab9046ea3d68c91bf81b2b8f91c254081421161

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy (2021, background): “These associations were expected because autonomy-supportive leadership allows teachers to feel more supported at work and greater agency in their teaching (Klassen et al., 2012)—which help them navigate adversity in their work (Collie, Bostwick, & Martin, 2020).”
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.”
Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement? (2020, background): “Klassen et al. (2012) found that relatedness with colleagues was not as much of a predictor of workplace engagement as relatedness to students, comprising cognitive-physical, emotional, and social dimensions.”
Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “Klassen, Perry, and Frenzel (2012) reported three studies showing that when teachers experienced more satisfaction of the need for relatedness, especially vis-s-vis students, they were more engaged and reported less emotional exhaustion.”
Teachers’ Engagement at Work: An International Validation Study (2012, background): “Teachers’ need for relatedness, and especially relatedness with students, is linked with level of engagement (Klassen et al., 2012).”
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “In fact, teacher–student relationships have been found to wield a more profound impact on teachers’ emotions than collegial relationships (Klassen, Perry, and Frenzel 2012).”
Mindfulness and Teachers’ Coping in the Classroom: A Developmental Model of Teacher Stress, Coping, and Everyday Resilience (2016, background): “As explained by Klassen, Perry, and Frenzel (2012), “Teaching is a unique occupation in its emphasis on establishing long-term meaningful connections with the “clients’ of the work environment (i.e., students) at a depth that may not be found in other professions” (p. 151).”
Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics (2016, unknown): “Similarities also existed for other constructs (e.g., need satisfaction; Klassen et al., 2012).”