Examining the Importance of Social Relationships and Social Contexts in the Lives of Children With High-Incidence Disabilities

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The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, background): “After the third grade, student-report of teacher– student relationship has been shown to have good reliability and validity (Murray & Greenberg, 2006).”
Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders (2009, background): “Attachment theory, Bandura’s social learning theory, and Brofenbrenner’s theory of ecological development have also been suggested as perspectives that help explain teacher–student relationships and the dynamics involved in their development (Murray, 2002; Murray & Greenburg, 2006).”
ADHD symptoms and the teacher–student relationship: a systematic literature review (2019, background): “Teachers’ rejection of these students can thus be assumed as a risk factor not only for school failure but also rejection by peers (Murray and Greenberg 2006), as well as lowered self-esteem and loneliness.”