Jan N. Hughes
Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment
Mitchell Institute|Texas A&M University
shared unique effects teacher student reports teacherstudent relationship quality tsrq second third grade academic selfviews behavioral engagement achievement following year investigated sample 714 academically atrisk students teacher student reports teacherstudent support conflict showed low correspondence block teacher student reports tsrq predicted outcomes prior performance outcome background variables student reports uniquely predicted school belonging perceived academic competence math achievement teacher reports uniquely predicted behavioral engagement childperceived academic competence teacher student reports teacherstudent relationship assess largely different constructs predict different outcomes implications findings practice research discussed