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Helma M.y. Koomen - One of the best experts on this subject based on the ideXlab platform.
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from externalizing Student behavior to Student specific Teacher self efficacy the role of Teacher perceived conflict and closeness in the Student Teacher Relationship
Contemporary Educational Psychology, 2017Co-Authors: Marjolein Zee, P F De Jong, Helma M.y. KoomenAbstract:Abstract Data gathered from a longitudinal study within regular upper elementary schools were used to evaluate a theoretical model within which Teachers’ perceptions of conflict and closeness in the Student–Teacher Relationship were considered as the intermediary mechanisms by which individual Students’ externalizing behavior generates changes in Teachers’ Student-specific self-efficacy beliefs (TSE) across teaching domains. Surveys were administered among a Dutch sample of 524 third-to-sixth graders and their 69 Teachers. Longitudinal mediation models indicated that individual Students’ externalizing behavior generally predicted higher levels of Teacher-perceived conflict, which, in turn, resulted in lower Student-specific TSE across teaching domains (i.e., instructional strategies, behavior management, Student engagement, and emotional support). Teacher-perceived closeness, however, was not found to mediate the link between externalizing Student behavior and Student-specific TSE. Instead, support was found for an alternative model representing the hypothesis that TSE, irrespective of teaching domain, mediated behavior-related changes in Teachers’ perceptions of closeness in the Student–Teacher Relationship.
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similarities and dissimilarities between Teachers and Students Relationship views in upper elementary school the role of personal Teacher and Student attributes
Journal of School Psychology, 2017Co-Authors: Marjolein Zee, Helma M.y. KoomenAbstract:The present study aimed to advance insight into similarities and dissimilarities between Teachers' and Students' views of closeness and conflict in their dyadic Relationship, and personal Teacher and Student attributes that contribute to these views. In total, 464 Students (50.2% girls) and 62 Teachers (67.5% females) from grades 4 to 6 participated in this study. Teachers filled out questionnaires about their background characteristics, self-efficacy (TSES), and Student–Teacher Relationship perceptions (STRS) and Students answered questions about their demographics and the Student–Teacher Relationship quality (SPARTS). Peer-nominations were used to measure Students' internalizing and externalizing behavior. Tests for measurement invariance suggested that the conflict and closeness constructs both approximated similarity across Students and Teachers. Multilevel structural equation models furthermore indicated that Students' Relationship perceptions, and conflict in particular, were predicted by their own gender, socioeconomic status, and internalizing and externalizing behavior. Additionally, teaching experience negatively predicted Students' perceived conflicts. Teachers' Relationship perceptions were both predicted by their own characteristics (teaching experience) and Student features (gender, socioeconomic status, and externalizing behavior). These predictors explained between 39% and 61% of the variance in Student- and Teacher-perceived closeness and conflict. Last, Teachers' general self-efficacy was positively associated with mean levels of closeness, and negatively associated with mean levels of conflict across Student–Teacher dyads.
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Student Teacher Relationship quality and academic adjustment in upper elementary school the role of Student personality
Journal of School Psychology, 2013Co-Authors: Marjolein Zee, Helma M.y. Koomen, Ineke Van Der VeenAbstract:This study tested a theoretical model considering Students' personality traits as predictors of Student-Teacher Relationship quality (closeness, conflict, and dependency), the effects of Student-Teacher Relationship quality on Students' math and reading achievement, and the mediating role of Students' motivational beliefs on the association between Student-Teacher Relationship quality and achievement in upper elementary school. Surveys and tests were conducted among a nationally representative Dutch sample of 8545 sixth-grade Students and their Teachers in 395 schools. Structural equation models were used to test direct and indirect effects. Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual Relationships, and neuroticism as a predictor of dependent and conflictual Relationships. Extraversion was associated with higher levels of closeness and conflict, and autonomy was only associated with lower levels of dependency. Students' motivational beliefs mediated the effects of dependency and Student-reported closeness on reading and math achievement.
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are boys better off with male and girls with female Teachers a multilevel investigation of measurement invariance and gender match in Teacher Student Relationship quality
Journal of School Psychology, 2012Co-Authors: Jantine L Spilt, Helma M.y. Koomen, Suzanne JakAbstract:Although research consistently points to poorer Teacher-Student Relationships for boys than girls, there are no studies that take into account the effects of Teacher gender and control for possible measurement non-invariance across Student and Teacher gender. This study addressed both issues. The sample included 649 primary school Teachers (182 men) and 1493 Students (685 boys). Teachers completed a slightly adapted version of the Student-Teacher Relationship Scale. The results indicated limited measurement non-invariance in Teacher reports. Female Teachers reported better (i.e., more close, less conflictual, and less dependent) Relationships with Students than male Teachers. In addition, both male and female Teachers reported more conflictual Relationships with boys than with girls, and female Teachers also reported less close Relationships with boys than with girls. The findings challenge society's presumption that male Teachers have better Relationships with boys than women Teachers.
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ethnic incongruence and the Student Teacher Relationship the perspective of ethnic majority Teachers
Journal of School Psychology, 2012Co-Authors: Jochem Thijs, Saskia Westhof, Helma M.y. KoomenAbstract:Among 36 ethnic-Dutch school Teachers in the Netherlands, the present study examined the role of ethnic incongruence in perceived Student-Teacher Relationship quality. Teachers rated their Relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 ethnic-Dutch Students attending grades 4 through 6 (M(age)=10.81 years, SD=1.05). On average, Relationships were less favorable for the Moroccan-Dutch Students only. However, the effects of ethnic incongruence were most pronounced among Students with strong perceived inattention/hyperactivity and among Teachers endorsing lower levels of multiculturalism (the view that different cultures deserve equal treatment). Results support the notion that ethnically incongruent Relationships may be perceived as less favorable than ethnically congruent ones due to cultural misunderstandings and intergroup bias. Practical implications are discussed.
Marjolein Zee - One of the best experts on this subject based on the ideXlab platform.
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Student Teacher Relationships in elementary school the unique role of shyness anxiety and emotional problems
Learning and Individual Differences, 2018Co-Authors: Marjolein Zee, Debora L RoordaAbstract:Abstract This study explored the unique contributions of Students' self-reported internalizing behaviors (shyness, anxiety, and emotional problems) to Teachers' perceptions of the quality of Student–Teacher Relationships (closeness, conflict, and dependency). In total, 269 third-to-sixth grade Students (50.9% girls) and 35 Teachers (74.7% females) from 8 Dutch regular elementary schools participated in this study. Teachers filled out questionnaires about their background characteristics and the affective quality of their Relationship with individual Students, and Students answered questions about their demographics and internalizing behaviors. Multilevel models revealed significant negative associations of Student-perceived shyness with Teacher-perceived closeness and conflict in the Student–Teacher Relationship. Additionally, Students' anxiety was positively associated with conflict and dependency in the Relationship. Students' emotional problems, however, were not associated with Student–Teacher Relationship quality. These findings suggest that different types of internalizing Student behavior may play a differential role in the quality of the Student–Teacher Relationship.
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from externalizing Student behavior to Student specific Teacher self efficacy the role of Teacher perceived conflict and closeness in the Student Teacher Relationship
Contemporary Educational Psychology, 2017Co-Authors: Marjolein Zee, P F De Jong, Helma M.y. KoomenAbstract:Abstract Data gathered from a longitudinal study within regular upper elementary schools were used to evaluate a theoretical model within which Teachers’ perceptions of conflict and closeness in the Student–Teacher Relationship were considered as the intermediary mechanisms by which individual Students’ externalizing behavior generates changes in Teachers’ Student-specific self-efficacy beliefs (TSE) across teaching domains. Surveys were administered among a Dutch sample of 524 third-to-sixth graders and their 69 Teachers. Longitudinal mediation models indicated that individual Students’ externalizing behavior generally predicted higher levels of Teacher-perceived conflict, which, in turn, resulted in lower Student-specific TSE across teaching domains (i.e., instructional strategies, behavior management, Student engagement, and emotional support). Teacher-perceived closeness, however, was not found to mediate the link between externalizing Student behavior and Student-specific TSE. Instead, support was found for an alternative model representing the hypothesis that TSE, irrespective of teaching domain, mediated behavior-related changes in Teachers’ perceptions of closeness in the Student–Teacher Relationship.
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similarities and dissimilarities between Teachers and Students Relationship views in upper elementary school the role of personal Teacher and Student attributes
Journal of School Psychology, 2017Co-Authors: Marjolein Zee, Helma M.y. KoomenAbstract:The present study aimed to advance insight into similarities and dissimilarities between Teachers' and Students' views of closeness and conflict in their dyadic Relationship, and personal Teacher and Student attributes that contribute to these views. In total, 464 Students (50.2% girls) and 62 Teachers (67.5% females) from grades 4 to 6 participated in this study. Teachers filled out questionnaires about their background characteristics, self-efficacy (TSES), and Student–Teacher Relationship perceptions (STRS) and Students answered questions about their demographics and the Student–Teacher Relationship quality (SPARTS). Peer-nominations were used to measure Students' internalizing and externalizing behavior. Tests for measurement invariance suggested that the conflict and closeness constructs both approximated similarity across Students and Teachers. Multilevel structural equation models furthermore indicated that Students' Relationship perceptions, and conflict in particular, were predicted by their own gender, socioeconomic status, and internalizing and externalizing behavior. Additionally, teaching experience negatively predicted Students' perceived conflicts. Teachers' Relationship perceptions were both predicted by their own characteristics (teaching experience) and Student features (gender, socioeconomic status, and externalizing behavior). These predictors explained between 39% and 61% of the variance in Student- and Teacher-perceived closeness and conflict. Last, Teachers' general self-efficacy was positively associated with mean levels of closeness, and negatively associated with mean levels of conflict across Student–Teacher dyads.
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Student Teacher Relationship quality and academic adjustment in upper elementary school the role of Student personality
Journal of School Psychology, 2013Co-Authors: Marjolein Zee, Helma M.y. Koomen, Ineke Van Der VeenAbstract:This study tested a theoretical model considering Students' personality traits as predictors of Student-Teacher Relationship quality (closeness, conflict, and dependency), the effects of Student-Teacher Relationship quality on Students' math and reading achievement, and the mediating role of Students' motivational beliefs on the association between Student-Teacher Relationship quality and achievement in upper elementary school. Surveys and tests were conducted among a nationally representative Dutch sample of 8545 sixth-grade Students and their Teachers in 395 schools. Structural equation models were used to test direct and indirect effects. Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual Relationships, and neuroticism as a predictor of dependent and conflictual Relationships. Extraversion was associated with higher levels of closeness and conflict, and autonomy was only associated with lower levels of dependency. Students' motivational beliefs mediated the effects of dependency and Student-reported closeness on reading and math achievement.
Ineke Van Der Veen - One of the best experts on this subject based on the ideXlab platform.
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Student Teacher Relationship quality and academic adjustment in upper elementary school the role of Student personality
Journal of School Psychology, 2013Co-Authors: Marjolein Zee, Helma M.y. Koomen, Ineke Van Der VeenAbstract:This study tested a theoretical model considering Students' personality traits as predictors of Student-Teacher Relationship quality (closeness, conflict, and dependency), the effects of Student-Teacher Relationship quality on Students' math and reading achievement, and the mediating role of Students' motivational beliefs on the association between Student-Teacher Relationship quality and achievement in upper elementary school. Surveys and tests were conducted among a nationally representative Dutch sample of 8545 sixth-grade Students and their Teachers in 395 schools. Structural equation models were used to test direct and indirect effects. Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual Relationships, and neuroticism as a predictor of dependent and conflictual Relationships. Extraversion was associated with higher levels of closeness and conflict, and autonomy was only associated with lower levels of dependency. Students' motivational beliefs mediated the effects of dependency and Student-reported closeness on reading and math achievement.
Robert C Pianta - One of the best experts on this subject based on the ideXlab platform.
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validating the Student Teacher Relationship scale testing factor structure and measurement invariance across child gender and age in a dutch sample
Journal of School Psychology, 2012Co-Authors: Helma M.y. Koomen, Karine Verschueren, Erik Van Schooten, Suzanne Jak, Robert C PiantaAbstract:The Student-Teacher Relationship Scale (STRS) is widely used to examine Teachers' Relationships with young Students in terms of closeness, conflict, and dependency. This study aimed to verify the dimensional structure of the STRS with confirmatory factor analysis, test its measurement invariance across child gender and age, improve its measurement of the dependency construct, and extend its age range. Teachers completed a slightly adapted STRS for a Dutch sample of 2335 children aged 3 to 12. Overall, the 3-factor model showed an acceptable fit. Results indicated metric invariance across gender and age up to 8years. Scalar invariance generally did not hold. Lack of metric invariance at ages 8 to 12 primarily involved Conflict items, whereas scale differences across gender and age primarily involved Closeness items. The adapted Dependency scale showed strong invariance and higher internal consistencies than the original scale for this Dutch sample. Importantly, the revealed non-invariance for gender and age did not influence mean group comparisons.
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the first two years of school Teacher child Relationships and deflections in children s classroom adjustment
Development and Psychopathology, 1995Co-Authors: Robert C Pianta, Michael Steinberg, Kristin B RollinsAbstract:Teacher reports of children's competence and problem behaviors are an important source of information on psychopathology. The school context is also an agent of developmental change. This study examines Teacherchild Relationships and deflections in child adjustment over the school-entry to grade 2 period in 436 children. The Student-Teacher Relationship Scale (STRS) was related to two indices of deflections in predicted child adjustment: (a) residual scores obtained from regressing Teacher reports from grade 1 on kindergarten Teacher reports, and (b) false positive predictions of retention or referral for special education in the K-l period. Children with whom kindergarten Teachers reported a positive Relationship were rated in spring of grade I as better adjusted than was predicted on the basis of identical ratings from the fall of the kindergarten year; the converse was also true. False-positive retention/referral predictions had more positive Relationships with kindergarten Teachers than did true positives. A second set of analyses examined second grade Teacher ratings of child adjustment and child-Teacher Relationships in two groups of children with different child-Teacher Relationship histories in kindergarten. Children with warm, close, communicative Relationships with kindergarten Teachers were better adjusted and had more positive child-Teacher Relationships in second grade than those with angry, dependent child-Teacher Relationships in kindergarten. Results supported the view that children's Relationships with Teachers are an important component of adaptation in school, and that they can play a role in deflecting the course of development in the school context.
Laura Elvira Prino - One of the best experts on this subject based on the ideXlab platform.
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the effect of autism spectrum disorders down syndrome specific learning disorders and hyperactivity and attention deficits on the Student Teacher Relationship
Electronic Journal of Research in Educational Psychology, 2016Co-Authors: Laura Elvira Prino, Francesca Giovanna Maria Gastaldi, Tiziana Pasta, Claudio LongobardiAbstract:Introduction . Despite t he clear relevance of the Student - Teacher Relationship, studi es have ra rely encompassed subjects wit h special ed...
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development and psychometric analysis of the Student Teacher Relationship scale short form
Frontiers in Psychology, 2015Co-Authors: Michele Settanni, Claudio Longobardi, Erica Sclavo, Michela Fraire, Laura Elvira PrinoAbstract:The purpose of this study is the construction and validation of an Italian Short Form version of the Student-Teacher Relationship Scale (Pianta 2001; STRS-SF) in the Italian educational setting for 1256 Students and 210 Teachers. The STRS-SF is a self-report measure assessing Teacher perceptions of the quality of their Relationship with Students from grade 3 to grade 8. The items were selected from the original Italian adaptation of the regular STRS through Rasch analysis, which allowed us to identify a subset of items with proven psychometric properties. The STRS-SF consists of two subscales: Conflict (8 items) and Closeness (6 items). Results indicate that the 14-item short form can be used as a viable substitute for the regular STRS.
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examining the Student Teacher Relationship scale in the italian context a factorial validity study
Electronic Journal of Research in Educational Psychology, 2013Co-Authors: Michela Fraire, Claudio Longobardi, Laura Elvira Prino, Erica Sclavo, Michele SettanniAbstract:Resumen es: Introduccion . Un numero creciente de estudios sugiere que la calidad de las relaciones entre maestros y ninos es un factor determinante en la competenci...
