Child level correlates of teacher–student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations

Authors

  • Christopher Murray,

    Corresponding author
    1. DePaul University
    • School of Education, DePaul University, Chicago, IL 60614–3250. E-mail: cmurray@depaul.edu
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  • Kelly M. Murray

    Corresponding author
    1. Northern Illinois University
    • School of Education, DePaul University, Chicago, IL 60614–3250. E-mail: cmurray@depaul.edu
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Abstract

The purpose of this investigation was to examine associations between different child characteristics and conflict, closeness, and dependency within teacher–student relationships. The participants were primarily students of color from lower socioeconomic status backgrounds in a large urban school district. The strength of associations between student demographic variables, academic orientations, behavioral orientations, and aspects of teacher–student relationships was examined. Findings indicated that these variables accounted for a significant amount of variance in teacher ratings of conflict and dependency in teacher–student relationships. Externalizing and internalizing symptomology demonstrated the strongest associations with the conflict and dependency relationship constructs. Preliminary implications of these findings for teachers and school psychologists are explored. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 751–762, 2004.

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