The Association Between Teacher-Student Relationships and School Engagement: Implication for Classroom Management Practices

• In Event: Moscone Center North Roundtable Session 15
  In Roundtable Session: Classroom Management in Terms of Well-Being, Engagement, Competence, and Culturally Responsive

Abstract

This study examined the structural associations among positive and negative teacher-student relationships (TSR) and three different dimensions of school engagement (i.e., behavioral, emotional, and cognitive engagement). Depending on the informants used to report TSR or school engagement, four different models were used to explore the structure of the association between TSR and school engagement. Participants were 230 (boys = 119, girls = 111) 5th or 6th grade elementary students along with their 11 classroom teachers. This study detected that, in general, negative TSR had a greater effect on student school engagement compared to positive TSR. Implications for classroom management practices were discussed.

Authors

• Donghyun Kang, Winona State University

• Laura M. Stough, Texas A&M University - College Station