Jiun?Yu Wu|Jan N. Hughes|Oi?Man Kwok
Teacher–student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement
Texas A&M University|Texas A&M University|Texas A&M University
teacher peer student reports quality teacherstudent relationship obtained ethnically diverse academically atrisk sample 706 second thirdgrade students cluster analysis identified four types relationships based consistency child reports support conflict relationship reports others congruent positive congruent negative incongruent child negative incongruent child positive cluster solution evidenced good internal consistency construct validity group membership predicted growth trajectories teacherrated engagement standardized achievement scores following three years prior performance predictive associations child reports teacher support conflict measured outcomes depended whether child reports consistent inconsistent reports others study findings implications theory development assessment teacherstudent relationships teacher professional development