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Understanding associations between perceptions of student behaviour, conflict representations in the teacher-student relationship and teachers’ emotional experiences
ARTICLE

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TATE Volume 82, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The present cross-sectional study of 230 teachers aimed to test Spilt, Koomen & Thijs's ["Educational Psychology Review, 23", 457 (2011)] proposal that teachers' mental representations of their student relationships shape their affective responses to behaviour perceived as problematic. The association between student problematic behaviour and teachers' affective responses was mediated by relational conflict and this indirect effect was lessened by relational closeness. The degree to which teachers' attachment patterns were characterised by compulsive caregiving did not impact on these processes. The present study is consistent with relational theories of teacher wellbeing and argues for relationship-focused reflective practice in teacher training.

Citation

Evans, D., Butterworth, R. & Law, G.U. (2019). Understanding associations between perceptions of student behaviour, conflict representations in the teacher-student relationship and teachers’ emotional experiences. Teaching and Teacher Education: An International Journal of Research and Studies, 82(1), 55-68. Elsevier Ltd. Retrieved June 26, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on March 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2019.03.008

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