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Journal articles on the topic 'Teacher-student relationships'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Davis, Kathryn S., and David R. Dupper. "Student-Teacher Relationships." Journal of Human Behavior in the Social Environment 9, no. 1-2 (2004): 179–93. http://dx.doi.org/10.1300/j137v09n01_12.

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2

Toste, Jessica R., Nancy L. Heath, Carol McDonald Connor, and Peng Peng. "Reconceptualizing Teacher-Student Relationships." Elementary School Journal 116, no. 1 (2015): 30–48. http://dx.doi.org/10.1086/683110.

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3

Mgonda, Nkanileka Loti. "Positive teacher-student relationships." Namibia CPD Journal for Educators 6, no. 1 (2021): 239–67. http://dx.doi.org/10.32642/ncpdje.v6i1.1562.

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This study examined methods used to promote positive teacher student relationships among student teachers in the university based teacher education in Tanzania. Guided by conceptual change theory, the study argued that proper methods are vital for student teachers to develop positive teacher-student relationships ability alongside other teaching skills. A sample of 355 student teachers and teacher educators was sampled from different subject specialisations. The study employed indepth interviews and questionnaires. The University of Dar es Salaam, with the most diversified specialisations was

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4

Prewett, Sara L., David A. Bergin, and Francis L. Huang. "Student and teacher perceptions on student-teacher relationship quality: A middle school perspective." School Psychology International 40, no. 1 (2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.

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This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support be

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5

Wang, Zhongqiang, and Li Yuan. "Teacher–student relationships and student engagement: The mediating effect of peer relationships." Social Behavior and Personality: an international journal 52, no. 5 (2024): 13104E—13111E. http://dx.doi.org/10.2224/sbp.13104.

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Previous research has shown that teacher–student relationships influence student engagement, which, in turn, plays a key role in academic achievement. However, few studies have focused on the mechanism between the teacher–student relationship and student engagement. To address this gap in the literature, this study examined the link between teacher–student relationships and college students' engagement via the mediator of peer relationships. The sample consisted of 222 university students in Southwest China. Results of structural equation modeling showed that a positive teacher–student relatio

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6

Levering, Bas. "Disappointment in teacher-student relationships." Journal of Curriculum Studies 32, no. 1 (2000): 65–74. http://dx.doi.org/10.1080/002202700182853.

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7

Gehlbach, Hunter, Maureen E. Brinkworth, and Anna D. Harris. "Changes in teacher-student relationships." British Journal of Educational Psychology 82, no. 4 (2011): 690–704. http://dx.doi.org/10.1111/j.2044-8279.2011.02058.x.

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8

Koenen, Anne-Katrien, Eleonora Vervoort, Karine Verschueren, and Jantine L. Spilt. "Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview." Journal of Psychoeducational Assessment 37, no. 7 (2018): 874–86. http://dx.doi.org/10.1177/0734282918803033.

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Research on teacher–student relationships is mainly based on questionnaires investigating teachers’ explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers’ (implicit) mental representations of dyadic teacher–student relationships. The TRI may provide—for researchers as well as practitioners—a deeper understanding of teachers’ implicit cognitive and emotional processes elicited in teacher–student relationships, which can

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9

McFarland, Laura, Elizabeth Murray, and Sivanes Phillipson. "Student–teacher relationships and student self-concept: Relations with teacher and student gender." Australian Journal of Education 60, no. 1 (2016): 5–25. http://dx.doi.org/10.1177/0004944115626426.

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10

Losh, Ainsley, Yasamin Bolourian, Geovanna Rodriguez, Abbey Eisenhower, and Jan Blacher. "Early student-teacher relationships and autism: Student perspectives and teacher concordance." Journal of Applied Developmental Psychology 79 (March 2022): 101394. http://dx.doi.org/10.1016/j.appdev.2022.101394.

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11

Hirschkorn, Mark. "Student–teacher relationships and teacher induction: Ben's story." Teacher Development 13, no. 3 (2009): 205–17. http://dx.doi.org/10.1080/13664530903335566.

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12

Spilt, Jantine L., Helma M. Y. Koomen, and Jochem T. Thijs. "Teacher Wellbeing: The Importance of Teacher–Student Relationships." Educational Psychology Review 23, no. 4 (2011): 457–77. http://dx.doi.org/10.1007/s10648-011-9170-y.

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13

Adejo, Odaudu, Sunday, Adejo-Odaudu, Victoria Omomine, Danburam, Ibrahim Umar, Mshelia, Helen Jonathan, and Yusuf, Lamiriya. "Teachers’ Temperament, Teacher-Student Relationships, Teaching Method and Learning Engagement: A Moderated Mediation Analysis." International Journal of Research and Innovation in Social Science VIII, no. V (2024): 2575–86. http://dx.doi.org/10.47772/ijriss.2024.805187.

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Purpose The purpose of this study is to investigate the impact of teachers’ temperament and method of teaching on the relationship between teacher-student relationships and learning engagement of students of Taraba State University, Jalingo. Design/Approach/Method The study adopted a cross-sectional survey of 400 undergraduate students. Utilising the Hayes Process macro, we tested the moderating impact of teacher temperament on the relationship between teacher-student relationships and learning engagement. Also, we tested the mediating impact of teaching methods on teacher-student relationship

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14

Edgar, Don, Grady Roberts, and Tim Murphy. "Exploring Relationships Between Teaching Efficacy and Student Teacher – Cooperating Teacher Relationships." Journal of Agricultural Education 52, no. 1 (2011): 9–18. http://dx.doi.org/10.5032/jae.2011.01009.

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15

Wubbels, Theo. "Student perceptions of teacher–student relationships in class." International Journal of Educational Research 43, no. 1-2 (2005): 1–5. http://dx.doi.org/10.1016/j.ijer.2006.03.002.

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16

Kavenagh, Mark, Elizabeth Freeman, and Mary Ainley. "Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship." Australian Educational and Developmental Psychologist 29, no. 1 (2012): 1–16. http://dx.doi.org/10.1017/edp.2012.3.

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Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. Th

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17

Wang, Zhongjie, Kaiyuan Lu, Xuezhen Wang, Juanjuan Zheng, Xinyi Gao, and Qianqian Fan. "Breaking the Cycle: Perceived Control and Teacher–Student Relationships Shield Adolescents from Bullying Victimization over Time." Behavioral Sciences 14, no. 12 (2024): 1198. https://doi.org/10.3390/bs14121198.

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Background: Bullying victimization remains a grave issue in early adolescence. However, existing research often lacks a longitudinal perspective and sufficient attention to protective factors, particularly the dynamic role of teacher–student relationships. Objective: This study explores the longitudinal protective mechanisms against bullying victimization, focusing on the roles of perceived control and teacher–student relationships. Methods: A sample of 1454 adolescents (mean age = 13.63 years, SD = 0.76, 51% female) was followed over the course of one year. Latent growth models were employed

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18

Madjos, Rocel, and Linagyn Cubio. "The Influence of School Culture and Teaching Style on the Student-Teacher Relationship Among Teacher Education Students." Psychology and Education: A Multidisciplinary Journal 40, no. 5 (2025): 648–67. https://doi.org/10.70838/pemj.400505.

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The purpose of the study was to determine the impact of school culture and teaching style to the student-teacher relationship among teacher education students in Kapalong College of Agriculture, Sciences and Technology. The study is quantitative research that utilizes a descriptive-correlational approach. A sample of 304 randomly selected teacher education students who were identified using stratified random sampling answered the surveys on the three variables. Results showed that the level of school culture, teaching style, and student-teacher relationships were all high in level. Results als

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19

Wubbels, Theo, Mieke Brekelmans, Tim Mainhard, Perry Den Brok, and Jan Van Tartwijk. "Teacher-student relationships and interactions as a factor in learning environments." Vernon Wall Lecture 1, no. 36 (2017): 4–34. http://dx.doi.org/10.53841/bpsvern.2017.1.36.4.

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Teacher-student relationships are an important factor in effective and supportive learning environments. This monograph introduces the origin of classroom learning environments research and then reports on findings of a research programme that studied for more than thirty years teacher-student relationships and teacher-student interactions. We summarise a dynamic systems approach to the study of teacher-student relationships and interactions and the attachment and interpersonal perspectives on the study of teaching. We introduce instruments to measure perceptions of the teacher-student relatio

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20

HENRY, ALASTAIR, and CECILIA THORSEN. "Teacher-Student Relationships and L2 Motivation." Modern Language Journal 102, no. 1 (2018): 218–41. http://dx.doi.org/10.1111/modl.12446.

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21

Plaut, S. Michael. "Boundary issues in teacher-student relationships." Journal of Sex & Marital Therapy 19, no. 3 (1993): 210–19. http://dx.doi.org/10.1080/00926239308404906.

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22

Eshboeva, Sh.A. "TEACHER-STUDENT RELATIONSHIPS IN THE CLASSROOM." EURASIAN JOURNAL OF SOCIAL SCIENCES, PHILOSOPHY AND CULTURE 2, no. 11 (2022): 79–82. https://doi.org/10.5281/zenodo.7180764.

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23

Fisher, Darrell, Barry Fraser, and Harry Kent. "Relationships between Teacher-Student Interpersonal Behaviour and Teacher Personality." School Psychology International 19, no. 2 (1998): 99–119. http://dx.doi.org/10.1177/0143034398192001.

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24

Kim, Soon-gu, and Cheon-woo Han. "A Longitudinal Relationship between Teacher-Student Relationship, Depression, and Academic Achievement in Transitional Adolescents." Korean Educational Research Association 63, no. 2 (2025): 175–204. https://doi.org/10.30916/kera.63.2.175.

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This study examined the causal relationships among teacher-student relationships, depression, and academic achievement in adolescents during the transition from middle to high school. To achieve this, data from the Daegu Education Longitudinal Study were utilized, specifically from the 5th (2021) to the 7th (2023) waves of the 2017 cohort of 4th-grade elementary school students. After excluding cases with missing values or discrepancies in middle school codes, a total of 1,451 students' data were analyzed using an autoregressive cross-lagged model. The findings of the study were as follows: Fi

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25

Wu, Guoqiang, and Lijin Zhang. "Longitudinal Associations between Teacher-Student Relationships and Prosocial Behavior in Adolescence: The Mediating Role of Basic Need Satisfaction." International Journal of Environmental Research and Public Health 19, no. 22 (2022): 14840. http://dx.doi.org/10.3390/ijerph192214840.

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The quality of teacher-student relationships has been shown to relate to adolescents’ prosocial behavior, but the motivational mechanisms underlying this association remained unclear. Based on relationships motivation theory (RMT), we examined whether the associations between teacher-student relationships (closeness and conflict) and prosocial behavior are bidirectional, and the mediating role of basic psychological need satisfaction (autonomy, competence, and relatedness need satisfaction) in these links. Data were collected from a sample of 438 secondary school students who completed a surve

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26

Ansyah, Eko Hardi, Cholichul Hadi Hadi, Nur Ainy Fardana, Nawangsari -, and Mohd Nazri Abdul Rahman. "TEACHER-STUDENT RELATIONSHIP MODEL IN MUHAMMADIYAH ELEMENTARY SCHOOLS' TEACHERS IN INDONESIA: THE MEDIATING ROLE OF EFFORTFUL CONTROL." Malaysian Online Journal of Educational Management 12, no. 4 (2024): 62–77. https://doi.org/10.22452/mojem.vol12no4.4.

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Previous research has consistently pointed out that student development is impacted by teacher-student relationships. Muhammadiyah, Indonesia's largest Islamic social organization, owns Muhammadiyah schools which include both elementary and secondary schools. Muhammadiyah elementary schools offer educational services indiscriminately. In Indonesia, there are more than two thousand Muhammadiyah elementary schools. Hence, research studies on Muhammadiyah elementary schools have a significant impact on the development of Indonesian education. This research uses the teacher as the subject rather t

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27

GÖKTAŞ, Erkan, and Metin KAYA. "The Effects of Teacher Relationships on Student Academic Achievement: A Second Order Meta-Analysis." Participatory Educational Research 10, no. 1 (2023): 275–89. http://dx.doi.org/10.17275/per.23.15.10.1.

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This study aims to determine the correlational effect sizes between teacher relationships and student academic achievement. Teacher relationships were categorized as intrapersonal and interpersonal relationship types. Intrapersonal and interpersonal relationships are directed at different individuals. Intrapersonal relations refer to the inner life and thoughts of a teacher which are effective on the way of teaching and human relations. Interpersonal relations refer to social links between a teacher and the other people of the school community. The method of the study is second order meta-anal

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28

Bogdanova, Yulia Vasilevna. "IMPACT OF TEACHER-STUDENT AND STUDENT-STUDENT RELATIONSHIPS ON STUDENT SOCIAL ENGAGEMENT." Наука XXI века: актуальные направления развития, no. 1-1 (2021): 146–49. http://dx.doi.org/10.46554/sciencexxi-2021.02-1.1-pp.146.

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29

Duong, Mylien T., Michael D. Pullmann, Joanne Buntain-Ricklefs, et al. "Brief teacher training improves student behavior and student–teacher relationships in middle school." School Psychology 34, no. 2 (2019): 212–21. http://dx.doi.org/10.1037/spq0000296.

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30

Maulana, R., M. C. J. L. Opdenakker, P. den Brok, and R. J. Bosker. "Teacher–student interpersonal relationships in Indonesian lower secondary education: Teacher and student perceptions." Learning Environments Research 15, no. 2 (2012): 251–71. http://dx.doi.org/10.1007/s10984-012-9113-7.

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31

Zhang, Jiyang. "Research on Barriers and Measures to Establish a Good Teacher-Student Relationship." Lecture Notes in Education Psychology and Public Media 73, no. 1 (2024): 124–29. http://dx.doi.org/10.54254/2753-7048/73/20241028.

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Abstract: At present, the promotion of positive teacher-student relationships has garnered significant attention within the educational community. Many scholars have also studied the benign teacher-student relationship and put forward many novel ideas. However, shortcomings still exist in contemporary teacher-student dynamics and the strategies to enhance them. So, this paper examines the role of a constructive teacher-student relationship, identifies the characteristics and issues associated with negative interactions, and offers recommendations for fostering positive connections. The finding

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32

Yun, Sung-Jun, and Ji-Hoon Ahn. "Moderating Effect of Teacher Efficacy for Teacher-Student Relationship in the Relationship between Physical Self-Concepts and Physical Education Teaching Efficacy of Elementary School Preservice Teachers." Institute for Education and Research Gyeongin National University of Education 44, no. 4 (2024): 77–92. https://doi.org/10.25020/je.2024.44.4.77.

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This study aimed to confirm the influence of pre service teachers’ physical self-concept on physical education teaching efficacy and to verify the moderating effect of teacher efficacy for teacher–student relationships perceived by preservice teachers in this relationship. To this end, a survey was conducted on 121 preservice teachers at universities of education located in the metropolitan area. Descriptive statistical and correlation analyses were conducted in consid eration of the study’s purpose, and the moderating effect was verified through hierarchical regression analysis. The following

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Reis, Felipe Aurélio dos, and Josafá Moreira da Cunha. "Student-Teacher Relationships and Human Flourishing: Preliminary Findings from Brazil." Advances in Research 24, no. 6 (2023): 205–12. http://dx.doi.org/10.9734/air/2023/v24i61002.

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Background: Education's role in holistic student development, including enhancing their socio-emotional skills and well-being, is widely recognized. Brazil has incorporated these skills into its curriculum, emphasizing a positive school environment. The quality of student-teacher relationships plays a vital role in students' flourishing, but there is limited evidence on these processes in majority-world contexts such as Brazil. Objective: This study examines the association between student-teacher relationships and human flourishing among Brazilian adolescents. Methods: Data from 2

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34

Wang, Sandy I. Ching, and Eric Zhi Feng Liu. "Evaluation of Teacher-Student Interaction." International Journal of Distance Education Technologies 22, no. 1 (2024): 1–15. http://dx.doi.org/10.4018/ijdet.347216.

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Driving Taiwan's digital revolution, the DIGI Plus 2017-2025 policy, a cornerstone of the Smart Nation 2025 initiative (Executive Yuan, 2021), prioritized rural empowerment in education amidst COVID-19 challenges. In this study, the authors explored the impact of teacher-student relationships in remote teaching, emphasizing the critical role of high-quality connections transcending geographical boundaries. The authors identified factors influencing these relationships, such as interaction levels and student autonomy, and discussed the concept of transactional distance, a psychological gap due

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35

Yuk, Jeong Min. "The Relationship Between Teacher-Student Relationships and Academic Engagement: The Sequential Mediating Effects of Self-Esteem and Cooperation." Korea Parents Education Association 22, no. 1 (2025): 65–85. https://doi.org/10.61400/jpe.2025.22.1.65.

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This study empirically examines the sequential mediating effects of self-esteem and cooperation in the relationship between teacher-student relationships and academic engagement. Using data from the Korean Children and Youth Panel Survey 2018 (5th wave, 2022, N=2,311), multiple regression analysis with SPSS 23.0 and bootstrapping with PROCESS 4.3 (Model 6) were applied. The results indicated that self-esteem positively mediated the relationship between teacher-student relationships and academic engagement. Additionally, cooperation served as a significant mediator, suggesting that stronger tea

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36

Ejuchegahi, Anthony Angwaomaodoko. "A Critical Study of the Impact of Teacher-Student Relationship on Academic Success." A Critical Study of the Impact of Teacher-Student Relationship on Academic Success 8, no. 11 (2023): 6. https://doi.org/10.5281/zenodo.10443876.

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The relationship between teachers and students has been a topic of interest for educators, researchers, and policymakers worldwide. This critical study aims to delve into the impact of teacher-student relationships on academic success. By delving into existing literature and conducting a comprehensive analysis, this study investigates the crucial role that relationships play in shaping students' educational outcomes. The study examines various components of teacher-student relationships, including trust, communication, support, and engagement, and their contribution to academic achievement.&nb

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37

Fan, Mengqi. "The Influence of Teacher-Student Relationships on Learning Motivation of Elementary School Students." Journal of Education and Educational Research 5, no. 3 (2023): 63–66. http://dx.doi.org/10.54097/jeer.v5i3.13321.

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In this study, the influence of teacher-student relationship on learning motivation of primary school students was investigated by using the teacher-student relationship questionnaire and the learning self-regulation scale, and the third- and fourth-grade students of four elementary school in Hangzhou were selected through multi-stage sampling. The results show that: (1) Teacher-student relationship has a significant effect on students' learning motivation and has a certain positive predictive effect on it. (2) From the perspective of intermediate elementary school students, student gender had

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38

Blacher, Jan, Bruce L. Baker, and Abbey S. Eisenhower. "Student–Teacher Relationship Stability Across Early School Years for Children With Intellectual Disability or Typical Development." American Journal on Intellectual and Developmental Disabilities 114, no. 5 (2009): 322–39. http://dx.doi.org/10.1352/1944-7558-114.5.322.

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Abstract Student–teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6–8 years. Student–teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these relationships were poorer for children with intellectual disability. Child behavior problems consistently predicted more conflict, whereas social skills predicted more closeness. Accounting for these child characteristics reduced the status

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39

Richardson, Greer, Deborah Yost, Thomas Conway, Allison Magagnosc, and Alana Mellor. "Using Instructional Coaching to Support Student Teacher-Cooperating Teacher Relationships." Action in Teacher Education 42, no. 3 (2019): 271–89. http://dx.doi.org/10.1080/01626620.2019.1649744.

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40

Scales, Peter C., Kent Pekel, Jenna Sethi, Rachel Chamberlain, and Martin Van Boekel. "Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students’ Motivation: A Mixed Methods Study." Journal of Early Adolescence 40, no. 4 (2019): 499–536. http://dx.doi.org/10.1177/0272431619858414.

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Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships had some positive effects on students’ grade point averages (GPAs) but they varied by school as well as by aspect of the relationship measured. No dif

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41

Chu, Tian. "Teacher and family support, teacher–student relationship, and psychological capital in online learning: A moderated mediation model." Social Behavior and Personality: an international journal 52, no. 5 (2024): 13061E—13071E. http://dx.doi.org/10.2224/sbp.13061.

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This research examined the impact of teacher support on students' psychological capital during the process of online learning, and investigated the mediating effect of the teacher–student relationship and the moderating role of family support. For this purpose, 577 junior high school students in China completed a survey. The findings revealed a positive relationship between teacher support and students' psychological capital. Moreover, teacher–student relationships mediated the influence of teacher support on students' psychological capital. Furthermore, family support moderated the link betwe

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42

Haldimann, Manuela, Julia Morinaj, and Tina Hascher. "The Role of Dyadic Teacher–Student Relationships for Primary School Teachers’ Well-Being." International Journal of Environmental Research and Public Health 20, no. 5 (2023): 4053. http://dx.doi.org/10.3390/ijerph20054053.

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Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Previous research identified social relationships in school as a crucial source of teacher well-being. However, studies investigating the role of teacher–student relationships as a determining factor for teacher well-being are still scarce. This study takes a qualitative approach toward investigating the role of dyadic teacher–student relationships

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43

Zukorlić, Mirsada, and Slobodan Pavlović. "Student-teacher interaction." Zbornik radova Pedagoskog fakulteta Uzice, no. 25 (2023): 183–98. http://dx.doi.org/10.5937/zrpfu2325159z.

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The paper presents the results of a theoretical analysis of pedagogical work in school as an interactive process. An important aspect of interaction is that it is a process in which one individual influences the behavior of another. In pedagogical communication, such influences are more pronounced and are directed towards the development of personality, with the ties between the subjects of the educational process being solid and strong. That is why education is defined as a kind of interaction between teachers and students. The paper discusses the implications of certain aspects of interactio

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44

Xu, Yuan, Qi Zhu, and Yueyang Chen. "Teacher–student relationships and college students' psychological well-being: The mediating role of supportive school climate." Social Behavior and Personality: an international journal 52, no. 2 (2024): 1–8. http://dx.doi.org/10.2224/sbp.1298.

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A quality teacher–student relationship facilitates students' psychological wellbeing, but the mechanism underlying this relationship remains unclear. To address this issue, we investigated the role of a supportive school climate in the link between teacher–student relationships and college students' psychological well-being. We used a paper-based questionnaire to collect data from 318 students enrolled in three universities in west China, and used Amos 22.0 software to establish a structural equation model. The results indicated there was a significant positive link between teacher–student rel

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45

E. Smith, Brian. "Enhancing Motivation through Student-teacher Facebook Relationships." PEOPLE: International Journal of Social Sciences 1, no. 1 (2017): 34–41. http://dx.doi.org/10.20319/pijss.2015.11.3441.

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46

Schiewer, T. "Teacher-Student Relationships: A Model of Hospitality." Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture 13, no. 3 (2013): 544–48. http://dx.doi.org/10.1215/15314200-2266450.

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47

Greene Nolan, Hillary l. "Rethinking the Grammar of Student-Teacher Relationships." American Journal of Education 126, no. 4 (2020): 549–72. http://dx.doi.org/10.1086/709546.

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48

Gagnon, Sandra Glover, Timothy J. Huelsman, Pamela Kidder-Ashley, and Ashley Lewis. "Preschool Student–Teacher Relationships and Teaching Stress." Early Childhood Education Journal 47, no. 2 (2018): 217–25. http://dx.doi.org/10.1007/s10643-018-0920-z.

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49

Shores, Melanie L., and Kelli Smith. "Examining teacher-student relationships in middle schools." School Science and Mathematics 118, no. 5 (2018): 141–43. http://dx.doi.org/10.1111/ssm.12280.

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50

Brekelmans, Mieke, Theo Wubbels, and Jan van Tartwijk. "Teacher–student relationships across the teaching career." International Journal of Educational Research 43, no. 1-2 (2005): 55–71. http://dx.doi.org/10.1016/j.ijer.2006.03.006.

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