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Observed Quality and Consistency of Fifth Graders’ Teacher–Student Interactions: Associations With Feelings, Engagement, and Performance in School

Author

Listed:
  • Jennifer LoCasale-Crouch
  • Faiza Jamil
  • Robert C. Pianta
  • Kathleen Moritz Rudasill
  • Jamie DeCoster

Abstract

This study examined how overall quality and within-day consistency in fifth graders’ teacher-student interactions related to feelings about, engagement, and academic performance in school. Participants were 956 children in a national study. Students who experienced higher quality interactions reported more positive feelings about school, were more engaged, performed better in math and reading, and had more closeness and less conflict with teachers. Independent of overall interaction quality, students who experienced less consistency in their interactions with teachers, whether it was with the same teacher or across teachers, were less engaged and had more teacher-reported conflict. Findings emphasize the separate contributions of both high quality and consistency of teacher–student interactions to students’ success.

Suggested Citation

  • Jennifer LoCasale-Crouch & Faiza Jamil & Robert C. Pianta & Kathleen Moritz Rudasill & Jamie DeCoster, 2018. "Observed Quality and Consistency of Fifth Graders’ Teacher–Student Interactions: Associations With Feelings, Engagement, and Performance in School," SAGE Open, , vol. 8(3), pages 21582440187, August.
    • Handle: RePEc:sae:sagope:v:8:y:2018:i:3:p:2158244018794774
    DOI: 10.1177/2158244018794774
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    Cited by:

    1. Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Gabija Jarasiunaite-Fedosejeva, 2023. "The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity," SAGE Open, , vol. 13(2), pages 21582440231, June.

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