Hughes Jan N
Department of Educational Psychology, Texas A&M University.
Elem Sch J. 2011 Sep;112(1):38-60. doi: 10.1086/660686.
The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed.
在714名学业上有风险的学生样本中，研究了二、三年级师生关系质量（TSRQ）的教师报告和学生报告对下一年学业自我认知、行为参与度和成绩的共同及独特影响。教师和学生关于师生支持与冲突的报告显示出低一致性。总体而言，TSRQ的教师报告和学生报告预测了所有结果，高于该结果和背景变量的先前表现。学生报告独特地预测了学校归属感、感知到的学业能力和数学成绩。教师报告独特地预测了行为参与度和儿童感知到的学业能力。师生关系的教师报告和学生报告评估的是在很大程度上不同的结构，这些结构预测不同的结果。讨论了研究结果对实践和研究的启示。
