Student-Teacher Relationship Scale
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
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Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? [Abridged]
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Fathers' and mothers' parenting behavior and beliefs as predictors of children's social adjustment in the transition to school
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Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten?
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Temperament and language skills as predictors of teacher-child relationship quality in preschool
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The transition to school: Adaptation in young children with and without intellectual disability
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Does class size in first grade relate to children's academic and social performance or observed classroom processes?
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Testing associations between young children's relationships with mothers and teachers
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Early child care and children's development in the primary grades: Follow-up results from the NICHD Study of Early Child Care
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Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences
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Teachers' perceptions of their relationships with children who speak English as an additional language in early childhood settings
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Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors
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Observed differences between early childhood programs in the U.S. and Korea: Reflections of ''developmentally appropriate practices'' in two cultural contexts
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Spanish-speaking children's social and language development in pre-kindergarten classrooms
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Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs
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Preschoolers? academic readiness: What role does the teacher-child relationship play?
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Measuring teacher-child relationships in the Greek kindergarten setting: A validity study of the Student-Teacher Relationship Scale-Short Form
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Relationships between teachers and preschoolers who are at risk: Contribution of children's language skills, temperamentally based attributes, and gender
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Academic and cognitive functioning in first grade: Associations with earlier home and child care predictors and with concurrent home and classroom experiences
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Toward a further understanding of teachers' reports of early teacher-child relationships: Examining the roles of behavior appraisals and attributions
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Examining associations between effortful control and teacher-child relationships in relation to Head Start children's socioemotional adjustment
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Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships
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Poverty, relationship conflict, and the regulation of cortisol in small and large group contexts at child care
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Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development
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Teacher-child relationships and children's externalizing behaviors in Head Start
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The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers
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The day-to-day reality of teacher turnover in preschool classrooms: An analysis of classroom context and teacher, director, and parent perspectives
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Promoting young children's social competence through the Preschool PATHS curriculum and MyTeachingPartner professional development resources
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Children's negative emotionality moderates influence of parenting styles on preschool classroom adjustment
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Preschoolers' attachment to mother and risk for adjustment problems in kindergarten: Can teachers make a difference?
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Attachment relationships as predictors of language skills for at-risk bilingual preschool children
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Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality
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Do time in child care and peer group exposure predict poor socioemotional adjustment in Norway?
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Social-emotional learning profiles of preschoolers' early school success: A person-centered approach
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Preliminary psychometric properties of the BEST in CLASS Adherence and Competence Scale
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Promoting social and emotional learning in preschool students: A study of Strong Start Pre-K
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Associations between teacher-child relationships and children's writing in kindergarten and first grade
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"My teacher helps me": Assessing teacher-child relationships from the child's perspective
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Executive functioning and school readiness among preschoolers with externalizing problems: The moderating role of the student-teacher relationship
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The differential role of symptoms of anxiety and social withdrawal in Chinese children's dependency on their teachers during the transition to nursery care
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Development of student-teacher relationships in rural early elementary classrooms
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Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge
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Preschool children's prosocial behavior: The role of mother-child, father-child and teacher-child relationships
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Temperament and teacher-child conflict in preschool: The moderating roles of classroom instructional and emotional support
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Early intervention for children with behavior problems in summer settings: Results from a pilot evaluation in Head Start preschools
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Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program
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Classroom and teacher support in kindergarten: Associations with the behavioral and academic adjustment of low-income students
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Teacher-child relationships, behavior regulation, and language gain among at-risk preschoolers
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Using classroom management to improve preschoolers' social and emotional skills: Final impact and implementation findings from the Foundations of Learning demonstration in Newark and Chicago
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Reciprocal relations between student-teacher relationship and children's behavioral problems: Moderation by child-care group size
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BEST in CLASS: A classroom-based model for ameliorating problem behavior in early childhood settings
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The impact of teacher-child relationships on child cognitive performance as explored by a priming paradigm
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Unpacking the black box of the Chicago School Readiness Project intervention: The mediating roles of teacher-child relationship quality and self-regulation
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Through race-colored glasses: Preschoolers' pretend play and teachers' ratings of preschooler adjustment
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Links among Italian preschoolers' socioemotional competence, teacher-child relationship quality, and peer acceptance
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Evidence for general and domain-specific elements of teacher-child interactions: Associations with preschool children's development
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Young children's perceptions of teacher-child relationships: An evaluation of two instruments and the role of child gender in kindergarten
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Preschool Temperament Assessment: A quantitative assessment of the validity of behavioral style questionnaire data
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The longitudinal effects of after-school program experiences, quantity, and regulatable features on children's social-emotional development
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Teacher-child relationships make all the difference: Constructing quality interactions in early childhood settings
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The mediating role of teacher self-efficacy in the relation between teacher-child race mismatch and conflict
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Does fidelity of implementation account for changes in teacher-child interactions in a randomized controlled trial of Banking Time?
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Living in non-parental care moderates effects of prekindergarten experiences on externalizing behavior problems in school
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Teacher-child relationship quality in early childhood education: The importance of relationship patterns
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Children's behavioral adjustment in pre-primary schools in Tanzania: A multilevel approach
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Informing context and change in young children's sociobehavioral development - the national Adjustment Scales for Early Transition in Schooling (ASETS)
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Improving teacher-child relationship quality and teacher-rated behavioral adjustment amongst externalizing preschoolers: Effects of a two-component intervention
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Patterns of classroom quality in Head Start and center-based early childhood education programs
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Shyness, child-teacher relationships, and socio-emotional adjustment in a sample of Italian preschool-aged children
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Teacher-child relationships and behavioral adjustment: Transactional links for preschool boys at risk
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Preschool-age problem behavior and teacher-child conflict in school: Direct and moderation effects by preschool organization
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Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children
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Promoting successful transitions to kindergarten: An early intervention for behaviorally at-risk children from Head Start preschools
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Final report: The evaluation of the WINGS after-school social-emotional program for at-risk urban children
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Associations of preschool type and teacher-child relational quality with young children's social-emotional competence
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Quality of childcare influences children's attentiveness and emotional regulation at school entry
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The transition to kindergarten: Predicting socio-behavioral outcomes for children with and without disabilities
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Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships
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Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers
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Parent engagement in early care and education settings: Relationship with engagement practices and child, parent, and centre characteristics
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Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?
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Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
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Interactions and relationships between kindergarten teachers and English language learners
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Teachers' perceptions of teacher-child relationships: Links with children's observed interactions
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Is good fit related to good behaviour?: Goodness of fit between daycare teacher-child relationships, temperament, and prosocial behavior
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Latent national subpopulations of early education classroom disengagement of children from underresourced families
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Social and emotional learning services and child outcomes in third grade: Evidence from a cohort of Head Start participants
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The influence of English proficiency on social adjustment in preschool English language learners
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Enriching preschool classrooms and home visits with evidence-based programming: Sustained benefits for low-income children
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The classroom relational environment and children's early development in preschool
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Impacts of social-emotional curricula on three-year-olds: Exploratory findings from the Head Start CARES demonstration
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Emotional support consistency and teacher-child relationships forecast social competence and problem behaviors in prekindergarten and kindergarten
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Gender as a moderator of the association between teacher-child relationship and social skills in preschool
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Spanish-speaking preschoolers’ effortful control and their English vocabulary and letter-word skills
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Teacher child relationships: Examining the relations among children's risks, relationships, and externalizing behaviors in Head Start
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Beyond the classroom: The protective role of student–teacher relationships on parenting stress
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Longitudinal associations between externalizing problems and student-teacher relationship quality for young children with ASD
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Low-income ethnically diverse children's engagement as a predictor of school readiness above preschool classroom quality
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Effect of a trauma-awareness course on teachers' perceptions of conflict with preschool-aged children from low-income urban households: A cluster randomized clinical trial
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Reliability and validity of a measure of preschool teachers' attributions for disruptive behavior
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Child-related factors that influence teacher-child relationships using an Australian national sample
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Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms
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The randomized controlled trial of Head Start REDI: Sustained effects on developmental trajectories of social-emotional functioning
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Children's preschool classroom experiences and associations with early elementary special education referral
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Banking Time in Head Start: Effectiveness of an intervention designed to promote supportive teacher-child relationships
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Relationships as malleable factors for children’s social-behavioral skills from preschool to grade 1: A longitudinal analysis
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Cumulative experience of educational assets from preschool through first grade and the social-emotional well-being of English- and Spanish-speaking children
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Teachers' and children's differing views on relationships and their associations with academic outcomes
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Differences between pre-k and kindergarten classroom experiences: Do they predict children’s social-emotional skills and self-regulation across the transition to kindergarten?
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Psychometric properties of a parent- and teacher-report measure for autistic children: Parent-Teacher Relationship Quality Scale (PTRQS)
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Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes
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The role of teacher–child relationship quality in Black and Latino boys’ positive development
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Exploring variability in social and behavioral adjustment among children in Head Start experiencing homelessness
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A new look at teacher interactional quality: Profiles of individual teacher–child relationship and classroom teaching quality among Head Start students
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Sustained effects of a school readiness intervention: 5th grade outcomes of the Head Start REDI program
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Examining associations among provider-family relationships, provider coping strategies, and family child care providers’ relationships with children
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An instrumental variable approach for Head Start attendance on low income children
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Transition practices of rural pre-k and kindergarten teachers and their relations to children’s academic and social skills
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Head Start’s impact on long-term school success: Assessing variation across latent classes of family risk
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The relations between teacher-child relationships in preschool and children's outcomes in kindergarten
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Associations between parent-teacher and teacher-child relationships and children’s socioemotional functioning
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Associations between the well-being of the early childhood education workforce and caregiver-child relationships in centre- and home-based settings
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- Related Studies
NICHD Study of Early Child Care and Youth Development: Phase I, 1991-1994 [United States]
NICHD Study of Early Child Care and Youth Development: Phase II, 1995-1999 [United States]
NICHD Study of Early Child Care and Youth Development: Phase III, 2000-2004 [United States]
NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2007 [United States]
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