Examining primary school teacher and student perceptions of their relationship and the association with students’ school engagement

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dc.contributor.advisorLansu, T.A.M.
dc.contributor.advisorBerg, van den, Y.H.M.
dc.contributor.advisorDenessen, E.J.P.G.
dc.contributor.authorBeckers, Kim
dc.date.issued2019-06-01
dc.description.abstractIn the present study, dyadic teacher-student relationships (TSRs) are examined from both the teacher’s and student’s perspective by using a reciprocal one-with-many design. This study extends the literature by taking the level of agreement between teachers and students into account when examining the association between student perceptions of TSRs and school engagement. Secondary data analyses were performed on a sample of 21 teachers and their 339 students from fourth grade of primary schools (age 9-10) in Romania and Turkey. Student perceptions of the positive and negative dimension of TSRs were related to school engagement. Teacher perceptions of the positive dimension of TSRs were related to school engagement, but only when student perceptions were not considered. Teacher perceptions of the negative dimension of TSRs were not related to school engagement. Nevertheless, teacher perceptions are still important to assess, as the level of agreement between teachers and students moderated the association between student perceptions of TSRs and school engagement. Keywords: one-with-many design, teacher-student relationships, school engagement, level of agreement, teacher perceptions, student perceptions
dc.identifier.urihttps://theses.ubn.ru.nl/handle/123456789/16481
dc.language.isoen
dc.thesis.facultyFaculteit der Sociale Wetenschappen
dc.thesis.specialisationspecialisations::Faculteit der Sociale Wetenschappen::Researchmaster Behavioral Science::Researchmaster Behavioral Science
dc.thesis.studyprogrammestudyprogrammes::Faculteit der Sociale Wetenschappen::Researchmaster Behavioral Science
dc.thesis.typeResearchmaster
dc.titleExamining primary school teacher and student perceptions of their relationship and the association with students’ school engagement
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