A Longitudinal Examination of Middle Schoolers' Positive Teacher Relationships: Prosocial Behaviors and Socio-Emotional Support

• In Event: Poster Session 5
  In Poster Session: Social and Cultural Processes in Motivation Research

Abstract

This study examined factors that contribute to middle school students’ perceptions of positive relationships with their math teachers at the end of their school year. Students’ participated in two data collections; first in January 2016 (time 1) and second in May 2016 (time 2). They answered items that measured their math interest, math self-efficacy, their view of teachers’ prosocial behaviors, conflict with their teachers, and their perceptions of positive teacher relationships. A multiple regression analysis revealed that students’ time 1 responses on their teacher’s prosocial behaviors, positive relationships, socio-emotional support, and conflict predicted their positive relationships in May. This study points to specific teacher behaviors that encourage relationship development and promote prosocial classrooms.

Authors

• Sara L Prewett, University of Missouri - Columbia

• Stephen D. Whitney, University of Missouri