Department of Educational Psychology, Texas A&M University, USA.
J Sch Psychol. 2010 Oct;48(5):357-87. doi: 10.1016/j.jsp.2010.06.004. Epub 2010 Jul 23.
Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second- and third-grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with reports of others: Congruent Positive, Congruent Negative, Incongruent Child Negative, and Incongruent Child Positive. The cluster solution evidenced good internal consistency and construct validity. Group membership predicted growth trajectories for teacher-rated engagement and standardized achievement scores over the following three years, above prior performance. The predictive associations between child reports of teacher support and conflict and the measured outcomes depended on whether child reports were consistent or inconsistent with reports of others. Study findings have implications for theory development, assessment of teacher-student relationships, and teacher professional development.
教师、同伴和学生对师生关系质量的报告，是针对一个由 706 名二、三年级的不同种族和学业有风险的学生组成的样本获得的。聚类分析根据儿童报告的支持与冲突与他人报告的一致性，确定了四种关系类型：一致积极型、一致消极型、不一致儿童消极型和不一致儿童积极型。聚类解决方案具有良好的内部一致性和结构有效性。群体成员身份预测了教师评定的参与度和标准化成绩在接下来的三年中的增长轨迹，超过了之前的表现。儿童报告的教师支持和冲突与测量结果之间的预测关联取决于儿童报告与他人报告是否一致。研究结果对理论发展、师生关系评估和教师专业发展具有启示意义。
