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Ryan (Eds.), Handbook of self-determination research (pp.

Behaviorally at-risk African American students: The importance of student-teacher relationships for student outcomes.

The quality of early teacher-student relationships has a long-lasting impact. Children's interpersonal behaviors and the teacher-child relationship.

Specifically, students who had more conflict with their teachers or showed more dependency toward their teachers in kindergarten also had lower academic achievement (as reflected in mathematics and language arts grades) and more behavioral problems (e.g., poorer work habits, more discipline problems) through the eighth grade.

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Picture a student who feels a strong personal connection to her teacher, talks with her teacher frequently, and receives more constructive guidance and praise rather than just criticism from her teacher.

The student is likely to trust her teacher more, show more engagement in learning, behave better in class and achieve at higher levels academically. Improving classroom quality: Teacher influences and experimental impacts of the 4Rs program.

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Children's drawings provide a new perspective on teacher-child relationship quality and school adjustment.

Social capital and dropping out of high school: Benefits to at-risk students of teachers' support and guidance.

The relations of observed pre-k classroom quality profiles to children's achievement and social competence.

These findings were greater for boys than for girls (Hamre & Pianta, 2001).

Further work indicates that kindergarten children with more closeness and less conflict with teachers developed better social skills as they approached the middle school years than kindergarten children with more conflictual relationships experiences in the past (Berry & O'Connor, 2009). Social information-processing skills training to promote social competence and prevent aggressive behavior in the third grade.