Differentiated perceptions of the student-teacher relationship among students at risk and not at risk for dropout
This cross-sectional study is aimed at shedding light on the link between the quality of the student-teacher relationship, school dropout risk, and student gender. Using a descriptive-correlational research design, we examined the perceptions of 756 second-year high school students. The results indicate that at-risk students perceive relationships with their teachers more negatively than non-at-risk students do. In addition, girls exhibit more positive attitudes toward their teachers and consider that the rules are clearer than their male peers. This study contributes to the advancement of knowledge by noting that the various dimensions of the student-teacher relationship (teacher emotional involvement, support and supervision are all associated with dropout risk.