Asset Details
Do you wish to reserve the book?
Longitudinal and Contextual Associations Between Teacher-Student Relationships and Student Engagement: A Systematic Review
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Longitudinal and Contextual Associations Between Teacher-Student Relationships and Student Engagement: A Systematic Review
Do you wish to request the book?
Longitudinal and Contextual Associations Between Teacher-Student Relationships and Student Engagement: A Systematic Review
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Longitudinal and Contextual Associations Between Teacher-Student Relationships and Student Engagement: A Systematic Review
2017
Overview
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.
Publisher
SAGE Publications,American Educational Research Association
Subject
