Student-teacher relationships and school engagement: Comparing boys from special education for autism spectrum disorders and regular education

被引：11

作者：

Roorda, Debora L. ^{[1
]}

Zee, Marjolein ^{[1
]}

Bosman, Rianne J. ^{[1
]}

Koomen, Helma M. Y. ^{[1
]}

机构：

[1] Univ Amsterdam, Res Inst Child Dev & Educ, POB 15776, NL-1001 NG Amsterdam, Netherlands

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 2021年 / 74卷

关键词：

Affective student-teacher relationships; Engagement; Autism spectrum disorders; Special education; Student reports; UPPER ELEMENTARY-SCHOOL; CHILD RELATIONSHIPS; YOUNG-CHILDREN; RELATIONSHIP QUALITY; PERCEPTIONS; ACHIEVEMENT; CLASSROOM; DISAFFECTION; ASSOCIATIONS; CONFLICT;

D O I：

10.1016/j.appdev.2021.101277

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The present study examined differences in student-teacher relationship quality and engagement with schoolwork between boys from regular education and boys from special education for students with autism spectrum disorders (ASD). We also investigated whether the strength of associations between student-teacher relationship quality and engagement differed across boys from regular and special education. Third-to-sixth grade boys from regular education (N = 182) and special education for ASD (N = 113) reported about the relationship with their teachers (closeness, conflict) and their school engagement. Multilevel modeling showed that boys from special education for ASD reported more conflict and less engagement than boys from regular education. Furthermore, the association between conflict and engagement was stronger for boys from special education than from regular education. Future research may aim to investigate conflict in relationships with boys from special education for ASD as a potential target for teacher interventions.

引用

页数：9

共 50 条

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