Online Archive of University of Virginia Scholarship
Understanding Teacher-Student Relationships and Teachers' Psychological Adjustment as Multifaceted and Co-Developing Classroom Processes485 views
Author
Corbin, Catherine, Education - Curry School of Education, University of Virginia0000-0002-2674-4425
Advisors
Downer, Jason, CU-Human Svcs, University of Virginia
Abstract
This dissertation includes three independent studies, which aim to understand teacher-student relationships and teachers’ psychological adjustment as multifaceted and co-developing classroom processes. Study 1 used multilevel modeling to investigate individual- and classroom-level correlates of within year change in elementary students’ perceptions of positive interactions with their teacher. Study 2 examined teacher-reported relational quality with students associated with change in teachers’ personal accomplishment and emotional exhaustion. Study 3 focused solely on teachers’ psychological adjustment by investigating the bidirectional associations among components of elementary school teachers’ burnout (personal accomplishment and emotional exhaustion) and their psychological distress across an academic year. Taken together, these studies extend knowledge on how teacher-student relationships and teachers’ psychological adjustment co-develop to support the healthy functioning and success of both teachers and students.
Degree
PHD (Doctor of Philosophy)
Keywords
Teacher-student relationships; Psychological adjustment; Burnout; Elementary school
Sponsors
Institute of Education Sciences (IES)
Language
English
Rights
All rights reserved (no additional license for public reuse)
Corbin, Catherine. Understanding Teacher-Student Relationships and Teachers' Psychological Adjustment as Multifaceted and Co-Developing Classroom Processes. University of Virginia, Education - Curry School of Education, PHD (Doctor of Philosophy), 2020-04-20, https://doi.org/10.18130/v3-nm0q-7d83.
