Early adolescents' perspectives of caring student-teacher relationships : a mixed methods approach
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Whitehead, Jenna
issued: 2021-10-06T18:28:33Z
issued: 2021
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: For decades, research has documented the importance of caring student-teacher relationships in fostering students’ healthy development. Less attention has been paid, however, to investigating specific qualities of caring student-teacher relationships from the perspective of early adolescents in middle school. Three studies were conducted to address this gap. Study 1 presents the development and validation of the Caring Student-Teacher Relationship (CSTR) scale. An exploratory factor analysis (EFA) was conducted on data from 222 sixth and seventh grade students and a two-factor solution was found: Teacher Support and Attunement and Caring Teacher Qualities. Analyses revealed that the two factors were related in expected directions to existing measures of teacher support, to student and teacher-rated student adjustment, and to teachers’ reports of mindfulness and burnout. Study 2 explored 199 sixth and seventh grade students’ written responses to the question “What are three things that teachers do to show they care?” via a qualitative content analysis. Findings revealed 19 themes; 18 of which were grouped into one of three thematic categories associated with mindful teaching: Calm, Clear, and Kind, and one General Teaching theme. Most students’ responses comprised Kind and Clear themes. Girls’ responses were more likely to include Clear themes compared to boys. Study 3 investigated the congruence of student and teacher reports of their dyadic relationship and the relation of this congruence to students’ school functioning, prosociality, and well-being. A cluster analysis of 219 sixth and seventh graders and their teachers produced four profiles based on the consistency between students’ and teachers’ perceptions of their relationship quality: Congruent–Negative, Congruent–Positive, Incongruent–Student Positive/Teacher Negative, Incongruent–Student Negative/Teacher Positive. Students in the Congruent-Positive group were rated highest on both self- and teacher-reported…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/79912
note: EARLY ADOLESCENTS’ PERSPECTIVES OF CARING STUDENT-TEACHER RELATIONSHIPS: A MIXED METHODS APPROACH by JENNA WHITEHEAD BSc, The University of British Columbia, 2009 MA, The University of British Columbia, 2013 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Human Development, Learning, and Culture) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2021 © Jenna Whitehead, 2021 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Early adolescents’ perspectives of caring student-teacher relationships: A mixed methods approach submitted by Jenna Whitehead in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Human Development, Learning, and Culture Examining Committee: Dr. Kimberly Schonert-Reichl, Professor, Department of Educational and Counseling Psychology and Special Education, Faculty of Education, UBC Supervisor Dr. Eva Oberle, Assistant Professor, School of Population & Public Health, UBC Supervisory Committee Member Dr. Lara Boyd, Professor, Director, Brain Behaviour Laboratory, Faculty of Medicine, UBC Supervisory Committee Member Dr. Nancy Perry, Professor, Department of Educational and Counseling Psychology and Special Education, Faculty of Education, UBC University Examiner Dr. Amori Mikami, Professor, Department of Psychology, UBC University Examiner Dr. Kathryn Wentzel, Professor Emeritus, Department of Human Development and Quantitative Methodology, University of Maryland External Examiner iii Abstract For decades, research has documented the importance of caring student-teacher relationships in fostering students’ healthy development. Less attention has been paid, however, to investigating specific qualities of caring student-teacher relationships from the perspective of early adolescents in middl…
has type: Thesis/Dissertation
date issued: 2021-11
is shown at: 10.14288/1.0402461
language: eng
degree discipline: Human Development, Learning, and Culture
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Schonert-Reichl, Kimberly
type: Text
identifier URI: http://hdl.handle.net/2429/79912