Teacher–Student Relationships and Behavioral Engagement in the Classroom

Anne Gregory, Joshua Korth

Research output: Chapter in Book/Report/Conference proceedingChapter

8 Scopus citations

Abstract

Teachers elicit cooperation from their students to ensure they engage in academic tasks, work effectively with peers, and respond to redirection upon request. When students engage in this manner with peers and their teachers, they are more likely to make gains in their learning (Archambault, Janosz, Morizot, and Pagani, 2009; Betts, Appleton, Reschly, Christenson, and Huebner, 2010). How to consistently elicit what scholars refer to as “behavioral engagement” in kindergarten through high school classrooms is a question educators wrestle with every day. Increasingly, the field is recognizing that high-quality teacher-student relationships may be part of the answer (Skiba, Arrondono, and Rausch, 2014). In fact, a plethora of research has shown how high-quality teacher-student relationships set the conditions for students’ behavioral engagement in the classroom (e.g., Gregory, Allen, Mikami, Hafen, and Pianta, 2014). Scholars are now systematically identifying the multiple facets of teacher-student relationships and the varying processes that help explain why positive relationships help engage students (e.g., Wentzel, 2010).

Original languageEnglish (US)
Title of host publicationHandbook of Social Influences in School Contexts
Subtitle of host publicationSocial-Emotional, Motivation, and Cognitive Outcomes
PublisherTaylor and Francis
Pages178-191
Number of pages14
ISBN (Electronic)9781317670872
ISBN (Print)9781138781405
StatePublished - Jan 1 2016

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

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