Intergenerational Bonding in School: The Behavioral and Contextual Correlates of Student-Teacher Relationships

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Testing a developmental–ecological model of student engagement: a multilevel latent growth curve analysis (2009, background): “In other related research, longitudinal, multilevel analyses on the relationships between teacher bonding and school outcomes indicated that stronger teacher–student bonding was associated with higher academic achievement and a lower likelihood of disciplinary problems (Crosnoe, Johnson, & Elder, 2”
Big-Fish-Little-Pond Effect (2010, result): “These latter findings are consistent with previous research that has demonstrated that these constructs are related to better educational and mental health outcomes (Crosnoe et al., 2004; Ozer, 2005; Wentzel, 1999; Woolley et al., 2009).”
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (2005, background): “…older students, perceptions of positive relatedness to teachers predict gains in student engagement over the course of the school year (Furrer & Skinner, 2003), increased motivation to learn (Roeser et al., 2000) and greater academic achievement (Crosnoe et al., 2004; Gregory & Weinstein, 2004).”
Classroom Emotional Climate, Teacher Affiliation, and Student Conduct (2011, background): “When they feel disconnected or alienated, failing students are more likely to drop out (Finn, 1989), emphasizing the need for the potential protective factor of supportive teacherstudent relationships (Crosnoe et al., 2004).”