Page 192 - Šolsko polje, XXVIII, 2017, no. 5-6: Znanje, motivacija in pogoji učenja v luči mednarodnih primerjav TIMSS in PISA, ur. Barbara Japelj Pavešić in Klaudija Šterman Ivančič
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šolsko polje, letnik xxviii, številka 5–6
correlation of positive teacher-student relationship and positive student
outcomes is 0.36. In another meta-analytic study, Roorda, Koomen, Split
and Oort (2011) investigated the associations between the affective quali-
ties of teacher-student relationships and students’ school engagement and
academic achievement. They integrated the results of 99 studies, which in-
cluded students from preschool to high school. Associations for positive
relationships with engagement were r = .39, and r = -.32 for negative re-
lationships, whereas associations of relationships with academic achieve-
ment were small to medium (r = .15 for positive, and r = - .18 for negative
relationship). The results have shown that the effects of negative relation-
ships were stronger in primary than in secondary school, and are in con-
cordance with Murray’s (2009) assumption that there may be a shift in
the importance of specific aspects of teacher-student relationship during
students’ development. Negative dimensions of the relationships are sup-
posedly more influential than positive in the school adjustment of young-
er children, whereas positive relationships are more influential for adoles-
cents. The effects of different components of parental involvement (such
as parental aspirations for children’s education, parent–child communica-
tion about school, home structure, and parental participation in school-re-
lated activities) are different between students in elementary and middle
schools, and the strength of the association of parental involvement and
academic achievement declines from elementary to middle school (Singh,
Bickley, Trivette, Keith, Keith, & Anderson, 1995).
On a school level, the predictor of school belongingness positive-
ly predicts academic achievement (Anderman, 2002) and is moderat-
ed by the connection between teacher-student relationships and positive
school-related affect (Roeser, Midgley, & Urdan, 1996). The characteris-
tics and overall evaluation of the school climate is also related to academ-
ic achievement (Kozina, Rožman, Vršnik Perše, & Rutar Leban, 2008).
The research (Høigaard, Kovač, Øverby, & Haugen, 2015) has shown
that when students perceive the school climate as task-oriented, academ-
ic achievement is increased through increased academic efficacy. On the
contrary, when the students perceive the school climate as ability-orient-
ed, they typical displayed lower levels of academic self-efficacy and also ac-
ademic achievement.
Studies focusing on both academic achievement and health, show
significant links between low academic achievement and low self-rat-
ed health (Bird & Markle, 2012; Van Ryzin, Gravely, & Roseth, 2009).
The results of meta-analyses (Bradley & Green, 2013) support strong pos-
itive (mutually reinforcing) associations between academic achievement
and health related behaviours. Longitudinal studies have also found that
190
correlation of positive teacher-student relationship and positive student
outcomes is 0.36. In another meta-analytic study, Roorda, Koomen, Split
and Oort (2011) investigated the associations between the affective quali-
ties of teacher-student relationships and students’ school engagement and
academic achievement. They integrated the results of 99 studies, which in-
cluded students from preschool to high school. Associations for positive
relationships with engagement were r = .39, and r = -.32 for negative re-
lationships, whereas associations of relationships with academic achieve-
ment were small to medium (r = .15 for positive, and r = - .18 for negative
relationship). The results have shown that the effects of negative relation-
ships were stronger in primary than in secondary school, and are in con-
cordance with Murray’s (2009) assumption that there may be a shift in
the importance of specific aspects of teacher-student relationship during
students’ development. Negative dimensions of the relationships are sup-
posedly more influential than positive in the school adjustment of young-
er children, whereas positive relationships are more influential for adoles-
cents. The effects of different components of parental involvement (such
as parental aspirations for children’s education, parent–child communica-
tion about school, home structure, and parental participation in school-re-
lated activities) are different between students in elementary and middle
schools, and the strength of the association of parental involvement and
academic achievement declines from elementary to middle school (Singh,
Bickley, Trivette, Keith, Keith, & Anderson, 1995).
On a school level, the predictor of school belongingness positive-
ly predicts academic achievement (Anderman, 2002) and is moderat-
ed by the connection between teacher-student relationships and positive
school-related affect (Roeser, Midgley, & Urdan, 1996). The characteris-
tics and overall evaluation of the school climate is also related to academ-
ic achievement (Kozina, Rožman, Vršnik Perše, & Rutar Leban, 2008).
The research (Høigaard, Kovač, Øverby, & Haugen, 2015) has shown
that when students perceive the school climate as task-oriented, academ-
ic achievement is increased through increased academic efficacy. On the
contrary, when the students perceive the school climate as ability-orient-
ed, they typical displayed lower levels of academic self-efficacy and also ac-
ademic achievement.
Studies focusing on both academic achievement and health, show
significant links between low academic achievement and low self-rat-
ed health (Bird & Markle, 2012; Van Ryzin, Gravely, & Roseth, 2009).
The results of meta-analyses (Bradley & Green, 2013) support strong pos-
itive (mutually reinforcing) associations between academic achievement
and health related behaviours. Longitudinal studies have also found that
190
