Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis

By J. Cornelius‐White. 2007

1,568 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/db9916e50a8752094476130006ab4ee6452288e4

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In Clinical Psychology

In Education

Citations in the corpus

Mathematics Interest and Achievement: What Role Do Perceived Parent and Teacher Support Play? A Longitudinal Analysis (2013, neutral): “Meta-analyses reveal that teachers’ expectations, teaching styles and affective support are highly important influences on adolescents’ learning development (Cornelius-White, 2007; Hattie, 2009).”
Evaluating the Madrasa preschool programme in East Africa: a quasi‐experimental study (2008, background): “The programme recognises that children learn through active exploration and manipulation of objects and events both physically and mentally in a context of a secure, warm, and pedagogically stimulating human environment (Cornelius-White 2007).”
Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage (2012, background): “This indicates that cooperation/friendliness is associated more with male teachers, which contradicts previous research findings (Cornelius-White, 2007), while female teachers are possibly seen to be stricter.”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, methodology): “A meta-analysis by Cornelius-White (2007) revealed a substantial association between person-centered teacher variables (i.e., affective variables, like empathy and warmth, and more instructional variables, such as encouraging learning and higher order thinking) and student outcomes (i.e., affective…”
Assessing agency of university students: validation of the AUS Scale (2017, background): “…influencing the construction of agency among higher education students have been examined in studies on teacher-student relationships 3 (e.g. Cornelius-White 2007) and student-centred learning (e.g. McCabea and O’Connorb 2014; Elen et al. 2007) even though the concept itself is…”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “Whilst the empirical evidence on the significance of TSR for students’ learning and achievement is extensive (for reviews, see Cornelius-White 2007; Roorda et al. 2011), only a few studies have pointed to the relevance of TSR for teacher emotions in their work, and these studies rely mostly on…”
Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement (2014, background): “A safe learning climate characterized by a relaxed atmosphere and mutual respect that encourages student self-confidence have been shown to produce good student outcomes (Cornelius-White, 2007; Fraser, 1985; Hattie & Clinton, 2008; Smith, Baker, Hattie & Bond, 2008; Wilkinson & Fung, 2002).”
Teacher Empathy: A Model of Empathy for Teaching for Student Success (2019, background): “…relationships (including studies of preK-12 and postsecondary students), which noted that teacher empathy was among the strongest predictors of positive student outcomes, a broad category that included academic performance as well as affective and behavioral outcomes (Cornelius-White 2007, 120).”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, background): “, teacher empathy and teacher warmth) were more strongly associated with students’ school outcomes than instructional teacher behaviors (e.g., encouragement of learning and higher order thinking; Cornelius-White, 2007).”
Measuring pre-service teachers' attitudes towards inclusive education: Psychometric properties of the TAIS scale (2015, background): “In particular, the accepting relationship towards the child has been confirmed as an influential factor associated with good learning outcomes (Cornelius-White, 2007).”