Title: Teacher and observer views on student-teacher relationships: Convergence across kindergarten and relations with student engagement
Authors: Doumen, Sarah ×
Koomen, Helma M.Y.
Buyse, Evelien
Wouters, Sofie
Verschueren, Karine #
Issue Date: Feb-2012
Publisher: Pergamon Press
Series Title: Journal of School Psychology vol:50 issue:1 pages:61-76
Abstract: Most studies regarding the role of teacher–child relationships for children’s early school
adjustment use only teacher ratings of relationship quality. The current study examines (a) the
agreement between teacher and observer ratings, (b) whether similar patterns of relations with
behavioral engagement are obtained across informants, and (c) which informant matters the
most in the prediction of engagement. Teacher and observer ratings of teacher–child
closeness, conflict, and dependency were gathered for a sample of 148 kindergartners and
their teachers at three measurement occasions. Teacher and observer reports converged to a
moderate degree but only when considering multiple occasions and ruling out occasion-specific
variance. Although some relations with behavioral engagement were similar, only
teacher ratings had unique, added value in this prediction.
ISSN: 0022-4405
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Experiental Education
School Psychology and Child and Adolescent Development
× corresponding author
# (joint) last author

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