Further Support for the Developmental Significance of the Quality of the Teacher–Student Relationship

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Behavioral predictors of changes in social relatedness and liking school in elementary school (2005, result): “The fact that girls also reported higher levels of teacher supportiveness in the Spring is consistent with similar differences in teacher- and peerreport measures of student–teacher closeness (Hamre & Pianta, 2001; Hughes et al., 2001; Ladd et al., 1999).”
Emotional and Behavioural Difficulties in Preschool (2013, background): “Rather, interventions which focus directly on the affective quality of teacher–student interactions could be a helpful alternative to skills-training approaches (Hughes et al. 2001).”
Influence of Student-Teacher and Parent-Teacher Relationships on Lower Achieving Readers' Engagement and Achievement in the Primary Grades. (2007, methodology): “We used only the Support scale, based on Hughes’s (Hughes, Cavell, & Jackson, 1999; Hughes et al., 2001) and others’ (Birch & Ladd, 1998; Silver et al., 2005) findings that teachers’ reports of relational conflict are difficult to discriminate from their reports of child conduct problems.”
Teacher–Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective (2008, background): “For instance, unfavorable relationships with teachers appear to affect children’s peer reputations and hence the extent to which they are accepted by their classmates (Hughes et al., 2001).”