Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.

Abstract

TEACHER-STUDENT RELATIONSHIPS DURING ADOLESCENCE: THE ROLE OF PARENTAL INVOLVEMENT, BEHAVIORAL CHARACTERISTICS, GENDER, AND INCOME Amanda J. Wyrick May 2, 2011 This dissertation provides an examination of contributing factors to high quality teacherstudent relationships during adolescence. High quality teacher-student relationships have been linked to better academic, emotional, and social functioning for students in elementary, middle, and high school. While the importance of teacher-student relationships is well documented, less is know about contributors to the relationship, especially during adolescence. Previous research has identified that in younger populations a student's gender, income, behavioral characteristics, and parental involvement can influence the nature of the teacher-student relationship. This dissertation provides an important extension of contributing factors into the adolescent age group, where teacher-student relationships offer an additional source of adult support and positively impact bonding to school norms and emotional functioning. This dissertation uses 820 participants from the NICHD Study of Early Child Care and Youth Development. Collection of data for use in this study occurred in 2006, which adolescents were 15 years of age. Data were collected from adolescents via questionnaires in the lab and home and from parents in the home only. Demographic data