Relations between the Teacher Relationship Interview and teacher and child report of support and conflict /
This study utilizes an interview measure to examine the contribution of particular constructs of a teacher's relationship narrative to teacher and child reports of the levels of conflict and support experienced in that relationship. Using the Teacher Relationship Interview, which measures eight...
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| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
2002.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=765051251&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study utilizes an interview measure to examine the contribution of particular constructs of a teacher's relationship narrative to teacher and child reports of the levels of conflict and support experienced in that relationship. Using the Teacher Relationship Interview, which measures eight constructs of a teacher's narrative with a specific child, the unique contribution of each construct in predicting teacher and child rated levels of support and conflict were explored. The associations between the constructs of teachers' relationship narratives, teachers' ratings of support and conflict, and children's ratings of support and conflict in the teacher-child relationship were also investigated. Major findings were as follows: (a) teachers' references to themes of compliance and achievement were associated with teachers' ratings of support and conflict in the teacher-child relationship; (b) teachers' references to feelings of efficacy in the classroom and perspective taking were inversely associated with teachers' ratings of conflict in the teacher-child relationship; (c) gender differences were found related to the quality of the teacher-child relationship as indicated by teacher and child ratings of support and conflict; and (d) interaction findings between the constructs of perspective taking and agency and treatment condition are discussed in terms of an interaction between teacher characteristics and the treatment condition. These findings are discussed in the context of previous research and directions for future research and practice are offered. |
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| Item Description: | Vita. "Major Subject: School Psychology". |
| Physical Description: | xi, 103 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 93-102). |