Perceived positive teacher-student relationship as a protective factor for Chinese left-behind children's emotional and behavioural adjustment-Reference-Cited by-同舟云学术

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Perceived positive teacher-student relationship as a protective factor for Chinese left-behind children's emotional and behavioural adjustment

Published:2014-11-20 Issue:5 Volume:50 Page:354-362
ISSN:0020-7594
Container-title:International Journal of Psychology
language:en
Short-container-title:Int J Psychol

Author:

Liu Yan¹²,Li Xiaowei³,Chen Li⁴,Qu Zhiyong⁴

Affiliation:

1. Institute of Developmental Psychology; Beijing Normal University; China

2. School of Psychology; Beijing Normal University; China

3. Faculty of Education; Beijing Normal University; China

4. School of Social Developmental and Public Policy; Beijing Normal University; China

Publisher

Wiley

Subject

General Psychology,Arts and Humanities (miscellaneous),General Medicine

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1002/ijop.12112/fullpdf

Reference30 articles.

1. Contributions of teacher-child relationships to positive school adjustment during elementary school;Baker;Journal of School Psychology,2006

2. The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems;Baker;School Psychology Quarterly,2008

3. Classroom problem behaviors and teacher-child relationships in kindergarten: The moderating role of classroom climate;Buyse;Journal of School Psychology,2008

4. Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development;Davis;Educational Psychologist,2003

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1. Increasing self-esteem among left-behind children in China: a cross-temporal meta-analysis from 2006 to 2020;BMC Psychology;2024-08-20

2. The Relationship among Loneliness, Emotional Flexibility and Resilience in Left-behind Children: A Longitudinal Study;Journal of Child and Family Studies;2024-06-06

3. How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory;Psychology in the Schools;2024-04-25

4. Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cultural context;Social Psychology of Education;2024-04-05

5. The relationship between cumulative family risk and depression in left-behind children: a moderated mediation model;2024-03-29

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