An investigation into the relationship between children's ratings of their engagement in the classroom and their working alliance with teachers
Yardley Honess, Andrea
mesheuropmc: education | behavioral disciplines and activities
This document contains three parts: a review of the literature relating to the subject area; an empirical review; and a reflective account. First, the literature review examines a selection of the literature relating to the conceptualization and measures of teacher-pupil relationships and also literature relating to the association between these relationships and a number of outcomes including children’s behaviour, academic attainment and engagement in the classroom. Secondly, the empirical review comprises a quantitative study carried out with a sample of 110 children and four teachers. It examines a specific construction of the teacher-pupil relationship, the classroom working alliance, investigating whether there is an association between children’s and teachers’ ratings of alliance and children’s ratings of classroom engagement. The study also examines whether children’s characteristics, specifically gender, have an effect on teachers’ and children’s ratings of alliance and/or engagement. Finally, the reflective account provides a more reflexive and personal exploration of the process of the research project. It includes: discussion of the inception of the research question and design; ethical and other issues that arose during the course of the study; possible implications for the practice of educational psychologists; and the contribution to knowledge at the level of personal professional development and also the contribution to the wider literature base.
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