An investigation into the relationship between children's ratings of their engagement in the classroom and their working alliance with teachers

Doctoral thesis English OPEN
Yardley Honess, Andrea
  • Subject: BF
    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.
  • References (93)
    93 references, page 1 of 10

    Denham SA, Mitchell-Copeland J, Strandberg K, Auerbach S, Blair K. (1997). Parental contributions to preschoolers' emotional competence: Direct and indirect effects. Motivation and Emotion, 21, 65-86.

    Dunsmuir, S., Brown, E., Iyadurai, S. & Monsen, J. (2009). Evidence-based Practice and Evaluation: From insight to impact. Educational Psychology in Practice, 25, 1, 53-70

    Eccles, J., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 139-186). New York: Academic Press

    Elfer, P., Goldschmied, E. & Selleck, D. (2012). Key Persons in the Early Years Building relationships for quality provision in early years settings and primary schools, 2nd Edition. Routledge.

    Elvins, R. & Green, J. (2008). The conceptualization and measurement of therapeutic alliance: An empirical review. Clinical Psychology Review, 28, 1167-1187.

    Feinstein, L. (2000). The relative economic importance of academic, physiological and behavioural attributes developed in childhood. London: Centre for Economics Performance, LSE.

    Feinstein, L., & Duckworth, K. (2006). Development in the early years: Its importance for school performance and adult outcomes. London: Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London.

    Field, A. (2009). Discovering statistics using IBM SPSS. Sage.

    Finn, J.D. & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 2, 221-34.

    Fredricks, J., McColskey, W., Meli, J., Mordica, J. & Mooney, K. (2011). Measuring student engagement in upper elementary through high school: a description of 21 instruments. Issues & Answers, 98. Regional Educational Laboratory.

  • Metrics
    views in OpenAIRE
    views in local repository
    downloads in local repository

    The information is available from the following content providers:

    From Number Of Views Number Of Downloads
    Online Research @ Cardiff - IRUS-UK 0 145
Share - Bookmark