Relationships Between Teachers and Children

By Robert C. Pianta, B. Hamre, Megan W. Stuhlman. 2003

697 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cbe4b2e708a2a50cdfb2c1f05af3999d22ff9b95

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In Clinical Psychology

In Education

Citations in the corpus

Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships (2016, background): “In early childhood, along with mothers and fathers, teachers are one of the most relevant agents in children’s development (Pianta et al. 2003 for a review).”
The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities (2007, background): “Recent reviews of research conducted on teacher-student relationships suggest that there are various factors that can contribute to the development of supportive relationships in classrooms and schools (Pianta et al., 2003).”
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).”
Expanding the Interpersonal Dimension: Closeness in the Coach-Athlete Relationship (2007, background): “Evidence in educational contexts demonstrates that caring teacher-student relationships and the teacher-created classroom climate influences child outcomes [17-20].”
Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, background): “Many researchers have couched their discussion of teacher–child relationships within the context of attachment theory (Howes & Hamilton, 1992, 1993; Pianta et al., 2003).”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, result): “…investigated variables, providing further support for the notion formulated in prior research literature and review studies that TSRs influence students’ school engagement and achievement (e.g., Bergin & Bergin, 2009; Davis, 2003; Hamre & Pianta, 2001; Pianta et al., 2003; Skinner & Belmont, 1993).”
Teacher–Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective (2008, background): “It is increasingly acknowledged that teachers’ relationship perceptions can be valuable tools for assessing and changing teachers’ interactions with children who face socioemotional difficulties (Koomen et al., 2006; Pianta, 2001; Pianta et al., 2003).”