A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school

Jamison, Rhonda

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https://hdl.handle.net/2142/50720 Copy

Description

Title

A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school

Author(s)

Jamison, Rhonda

Issue Date

2014-09-16

Director of Research (if dissertation) or Advisor (if thesis)

Ryan, Allison M.

Doctoral Committee Chair(s)

Ryan, Allison M.

Committee Member(s)

• Perry, Michelle
• Berry, Daniel
• Pomerantz, Eva M.

Department of Study

Educational Psychology

Discipline

Educational Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Adolescence
• Engagement
• School transitions
• Teacher-student relations

Abstract

Teacher-student relatedness and student engagement were examined using data collected in the fall and spring of one school year; 48% of participants were in 5th grade and 52% of participants were in 6th grade (N = 672, 51% female, 57% White and 43% African-American). Teacher-reports and student-reports of relatedness were moderately positively correlated. The relationship between student- and teacher-reported relatedness was dependent on grade level, such that when 6th grade classes reported higher relatedness than other classes, their teachers did as well; but teachers’ reports of 5th grade classes did not vary by student-reports. On average, engagement tended to decline across the school year. But, when students reported relatedness that was higher than their average, or that was higher than other students in their class, they also tended to report higher engagement. The relationship between student-reported relatedness and engagement was dependent on time of the year and grade level. Student-reports of relatedness were more strongly associated with engagement in the spring and for 6th graders, compared to the fall and for 5th graders. The relationship between teacher-reported relatedness and engagement was dependent on time of the year. The last analyses regarding congruency between student- and teacher-reports of relatedness suggested congruency was not predictive of variations in engagement. The final, best-fitting model of the data showed that both student-reported relatedness and teacher-reported relatedness were uniquely associated with student engagement. Thus, researchers should utilize reports from both parties when studying early adolescence in the future.

Graduation Semester

2014-08

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http://hdl.handle.net/2142/50720

Copyright and License Information

Copyright 2014 Rhonda Jamison

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