A Longitudinal Analysis of the Relation of Teacher and Peer Relatedness With Engagement Across the Transition to Middle School

• In Event: Poster Session 14
  In Poster Session: Risks, Student Supports, and Resiliency

Abstract

The relation between teacher relatedness, peer relatedness and student engagement was examined across 4 time points spanning the year before and the first year of middle school (N=1141; 51% female; 49% African-American and 51% Caucasian). Growth trajectories were estimated using Maximum Likelihood Estimation. Teacher and peer relatedness were both uniquely and separately associated with student engagement across all time points. These relations did not vary across the transition to middle school.

Authors

• Rhonda Sue Jamison, University of Maine at Farmington

• Allison M. Ryan, University of Michigan - Ann Arbor