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Students’ characteristics and teacher–child relationships in instruction: A meta-analysis

Authors
Journal
Educational Research Review
1747-938X
Publisher
Elsevier
Volume
7
Issue
3
Identifiers
DOI: 10.1016/j.edurev.2012.03.001
Keywords
  • Academic Performance
  • Motivation
  • Socio-Emotional Characteristics
  • Teacher Instruction
  • Teacher–Student Interaction
  • Teacher–Child Relationships

Abstract

Abstract This article suggests that students’ characteristics play a more important role in classrooms than has previously been thought. To investigate this, a computerized literacy search was conducted, finding 19 studies that focused on the topic. On the basis of these studies a meta-analysis was carried out in which 23 effect size estimates were computed. The results showed that teachers reported more conflict and child dependency, and less closeness in teacher–child relationships when interacting with students who exhibited either a high level of external or a high level of internal problem behavior. In contrast, teachers reported less conflict and more closeness in teacher–child relationships when interacting with students exhibiting high levels of motivation and engagement as compared to other children. Furthermore, teachers reported less conflict, less child dependency and more closeness in teacher–child relationships when interacting with students showing a high level of academic performance.

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