Publicação
Student-Teacher Closeness and Conflict in Students with and without Special Educational Needs
| Resumo: | Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour. |
|---|---|
| Autores principais: | Freire, Sofia |
| Outros Autores: | Pipa, J.; Aguiar, Cecília; Vaz da Silva, Francisco; Moreira, Sérgio |
| Assunto: | Teacher-student relationship Problem behavior Students with SEN Inclusion |
| Ano: | 2019 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| _version_ | 1866811204801921024 |
|---|---|
| author | Freire, Sofia |
| author2 | Pipa, J. Aguiar, Cecília Vaz da Silva, Francisco Moreira, Sérgio |
| author2_role | author author author author |
| author_facet | Freire, Sofia Pipa, J. Aguiar, Cecília Vaz da Silva, Francisco Moreira, Sérgio |
| author_role | author |
| contributor_name_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Freire, Sofia\",\"Person.identifier.orcid\":\"0000-0002-9394-9738\"},{\"Person.name\":\"Pipa, J.\",\"Person.identifier.orcid\":\"0000-0001-7150-145X\"},{\"Person.name\":\"Aguiar, Cecília\",\"Person.identifier.orcid\":\"0000-0002-1792-2592\"},{\"Person.name\":\"Vaz da Silva, Francisco\"},{\"Person.name\":\"Moreira, Sérgio\",\"Person.identifier.orcid\":\"0000-0002-8548-722X\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| datacite.creators.creator.creatorName.fl_str_mv | Freire, Sofia Pipa, J. Aguiar, Cecília Vaz da Silva, Francisco Moreira, Sérgio |
| datacite.date.Accepted.fl_str_mv | 2019-01-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2020-10-06T15:07:21Z |
| datacite.date.embargoed.fl_str_mv | 2020-10-06T15:07:21Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_16ec |
| datacite.subjects.subject.fl_str_mv | Teacher-student relationship Problem behavior Students with SEN Inclusion |
| datacite.titles.title.fl_str_mv | Student-Teacher Closeness and Conflict in Students with and without Special Educational Needs |
| dc.contributor.none.fl_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| dc.creator.none.fl_str_mv | Freire, Sofia Pipa, J. Aguiar, Cecília Vaz da Silva, Francisco Moreira, Sérgio |
| dc.date.Accepted.fl_str_mv | 2019-01-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2020-10-06T15:07:21Z |
| dc.date.embargoed.fl_str_mv | 2020-10-06T15:07:21Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10451/44521 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | British Educational Research Association |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_16ec |
| dc.subject.none.fl_str_mv | Teacher-student relationship Problem behavior Students with SEN Inclusion |
| dc.title.fl_str_mv | Student-Teacher Closeness and Conflict in Students with and without Special Educational Needs |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour. |
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| eu_rights_str_mv | restrictedAccess |
| format | article |
| fulltext.url.fl_str_mv | https://repositorio.ulisboa.pt/bitstreams/7a58cf7d-25a3-4b1e-858f-5dd9a980c85b/download |
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| identifier.url.fl_str_mv | http://hdl.handle.net/10451/44521 |
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| institution | Universidade de Lisboa |
| instname_str | Universidade de Lisboa |
| language | eng |
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| network_name_str | Repositório da Universidade de Lisboa |
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| organization_str_mv | urn:organizationAcronym:ul |
| person_str_mv | Freire, Sofia Freire, Sofia https://www.ciencia-id.pt/A213-0DE0-4762 A213-0DE0-4762 http://orcid.org/0000-0002-9394-9738 0000-0002-9394-9738 Pipa, J. Pipa, J. https://www.ciencia-id.pt/461E-24D2-E262 461E-24D2-E262 http://orcid.org/0000-0001-7150-145X 0000-0001-7150-145X Aguiar, Cecília Aguiar, Cecília https://www.ciencia-id.pt/2B16-E65A-56BD 2B16-E65A-56BD http://orcid.org/0000-0002-1792-2592 0000-0002-1792-2592 Vaz da Silva, Francisco Moreira, Sérgio Moreira, Sérgio https://www.ciencia-id.pt/C61D-8AFF-0BF2 C61D-8AFF-0BF2 http://orcid.org/0000-0002-8548-722X 0000-0002-8548-722X |
| publishDate | 2019 |
| publisher.none.fl_str_mv | British Educational Research Association |
| reponame_str | Repositório da Universidade de Lisboa |
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| spelling | engBritish Educational Research Associationpt_PTTeachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour.application/pdfpt_PTStudent-Teacher Closeness and Conflict in Students with and without Special Educational NeedsPersonalFreire, SofiaDSpacehttp://dspace.org/items/38351cf1-6da3-4662-b64d-807617f99e08DSpacehttp://dspace.org/items/38351cf1-6da3-4662-b64d-807617f99e08Freire-RaposoAnaCiência IDhttps://www.ciencia-id.ptA213-0DE0-4762ORCIDhttp://orcid.org0000-0002-9394-9738Researcher IDhttps://www.researcherid.comJ-2915-2013Researcher IDhttps://www.researcherid.comJ-2915-2013Scopus Author IDhttps://www.scopus.com7003439892PersonalPipa, J.DSpacehttp://dspace.org/items/d9239b3b-ada6-4a9d-8ad7-3e9abd07ac61DSpacehttp://dspace.org/items/d9239b3b-ada6-4a9d-8ad7-3e9abd07ac61PipaJoanaCiência IDhttps://www.ciencia-id.pt461E-24D2-E262ORCIDhttp://orcid.org0000-0001-7150-145XResearcher IDhttps://www.researcherid.comE-7230-2015Scopus Author IDhttps://www.scopus.com57190489727PersonalAguiar, CecíliaDSpacehttp://dspace.org/items/bf299262-981e-42db-9771-536f73b0cf9aDSpacehttp://dspace.org/items/bf299262-981e-42db-9771-536f73b0cf9aDA MOTA AGUIARCECÍLIA DO ROSÁRIOCiência IDhttps://www.ciencia-id.pt2B16-E65A-56BDORCIDhttp://orcid.org0000-0002-1792-2592Scopus Author IDhttps://www.scopus.com35291595000Vaz da Silva, FranciscoPersonalMoreira, SérgioDSpacehttp://dspace.org/items/45886bc3-94fe-4f2f-ac29-3e43aecfe6d0DSpacehttp://dspace.org/items/45886bc3-94fe-4f2f-ac29-3e43aecfe6d0MoreiraSérgioCiência IDhttps://www.ciencia-id.ptC61D-8AFF-0BF2ORCIDhttp://orcid.org0000-0002-8548-722XHostingInstitutionOrganizationalRepositório Científico de Acesso Aberto da ULisboae-mailmailto:repositorio@reitoria.ulisboa.ptrepositorio@reitoria.ulisboa.ptISSNIsPartOf1469-3518DOIIsPartOfhttps://doi.org/10.1002/berj.35882020-10-06T15:07:21Z20192019-01-01T00:00:00ZHandlehttp://hdl.handle.net/10451/44521http://purl.org/coar/access_right/c_16ecrestricted accessTeacher-student relationshipProblem behaviorStudents with SENInclusion751739 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal articlehttp://purl.org/coar/access_right/c_16ecapplication/pdffulltexthttps://repositorio.ulisboa.pt/bitstreams/7a58cf7d-25a3-4b1e-858f-5dd9a980c85b/downloadBritish Educational Research Journal463480499 |
| spellingShingle | Student-Teacher Closeness and Conflict in Students with and without Special Educational Needs Freire, Sofia Teacher-student relationship Problem behavior Students with SEN Inclusion |
| status | SINGLETON |
| subject.fl_str_mv | Teacher-student relationship Problem behavior Students with SEN Inclusion |
| title | Student-Teacher Closeness and Conflict in Students with and without Special Educational Needs |
| title_full | Student-Teacher Closeness and Conflict in Students with and without Special Educational Needs |
| title_fullStr | Student-Teacher Closeness and Conflict in Students with and without Special Educational Needs |
| title_full_unstemmed | Student-Teacher Closeness and Conflict in Students with and without Special Educational Needs |
| title_short | Student-Teacher Closeness and Conflict in Students with and without Special Educational Needs |
| title_sort | Student-Teacher Closeness and Conflict in Students with and without Special Educational Needs |
| topic | Teacher-student relationship Problem behavior Students with SEN Inclusion |
| topic_facet | Teacher-student relationship Problem behavior Students with SEN Inclusion |
| url | http://hdl.handle.net/10451/44521 |
| visible | 1 |