The Association between Externalizing Behavior Problems, Teacher-Student Relationship Quality, and Academic Performance in Young Urban Learners

Autor/inn/en	Sanchez Fowler, Laura T.; Banks, Tachelle I.; Anhalt, Karla; Der, Heidi Hinrichs; Kalis, Tara
Titel	The Association between Externalizing Behavior Problems, Teacher-Student Relationship Quality, and Academic Performance in Young Urban Learners
Quelle	In: Behavioral Disorders, 33 (2008) 3, S.167-183 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Student Teachers; Urban Schools; Behavior Problems; Student Attitudes; Economically Disadvantaged; Academic Achievement; Kindergarten; Grade 3; Teacher Student Relationship; African Americans; Surveys; Teacher Attitudes; Prosocial Behavior; Sample Size; Correlation; Measures (Individuals) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerverhalten; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; Teacher student relationships; Lehrer-Schüler-Beziehung; Afroamerikaner; Survey; Umfrage; Befragung; Lehrerverhalten; Korrelation; Messdaten
Abstract	The present study examined the relation between teacher ratings of student social functioning and academic performance and teacher-student relationship quality. Data were collected from 230 students and 20 teachers in two high-poverty, low-performing schools in a large urban school district in the Midwest. Students were 93% African American. Teachers were 47.4% African American. Results indicated that the level of externalizing and prosocial behaviors demonstrated by students in kindergarten through third grade significantly influenced the student-teacher relationship quality as measured by the Student-Teacher Relationship Survey-short form. Teacher perceptions of students' externalizing and prosocial behaviors were influenced, in part, by teacher race. Teacher-student relationship quality had a clinically significant effect on teacher academic ratings of children. Although not conclusive, results seem to indicate a link between externalizing behavior problems and poor student teacher relationship ratings. Poor student-teacher relationship quality, in turn, is associated with lower academic ratings. Further investigation using larger sample sizes that allow more sophisticated analyses are needed. (Contains 8 tables.) (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10