Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement

2016/09/16 by Daniel Quin · 18 citations
Social Sciences · #Early Childhood Education and Development #Parental Involvement in Education #Youth Substance Use and School Attendance

paper · doi:10.3102/0034654316669434

Abstract

This systematic review examined multiple indicators of adolescent students’ engagement in school, and the indicators’ associations with teacher–student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed analysis. Cross-sectional studies showed better quality TSRs were associated with enhanced engagement in school. These associations with TSRs were demonstrated among multiple indicators of student engagement (i.e., psychological engagement, academic grades, school attendance, disruptive behaviors, suspension, and dropout). Similar associations were found in longitudinal studies. Longitudinal and cross-sectional associations remained when covariates from the individual, family, school, and teacher contexts known to influence student engagement were controlled for. TSRs were shown to have an important but not exclusive role in their association with a comprehensive range of indicators of student engagement.

Citations

• Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School
• Immigrant Students’ Emotional and Cognitive Engagement at School: A Multilevel Analysis of Students in 41 countries
• Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use.
• The Reciprocal Links Between School Engagement, Youth Problem Behaviors, and School Dropout During Adolescence
• A Review of School Climate Research
• Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years
• Dropping Out of High School: The Role of School Organization and Structure
• Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
• Sense of relatedness as a factor in children's academic engagement and performance.
• Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs
• Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
• Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

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• The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior
• Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just
• Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis
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• Understanding how leadership experience affects the educational attainment, employability, and wholistic wellness of Indigenous youth in Canada: a qualitative study
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• Teacher–Student relationship quality as a barometer of teaching and learning effectiveness: Conceptualization and measurement
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• Relational support from teachers and peers matters: Links with different profiles of relational support and academic engagement
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Related

• The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories
• Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?
• The association between teacher–student relationships and school engagement: an investigation of gender differences
• Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study
• Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study.