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Student-Teacher Closeness and Conflict in Students with and without Special Educational Needs

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dc.contributor.authorFreire, Sofia
dc.contributor.authorPipa, J.
dc.contributor.authorAguiar, Cecília
dc.contributor.authorVaz da Silva, Francisco
dc.contributor.authorMoreira, Sérgio
dc.date.accessioned2020-10-06T15:07:21Z
dc.date.available2020-10-06T15:07:21Z
dc.date.issued2019
dc.description.abstractTeachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationFreire, S., Pipa, J., Aguiar, C., Silva, F. V., & Moreira, S. (2020). Student-teacher closeness and conflict in students with and without special educational needs. British Educational Research Journal, 46(3), 480-499. https://doi.org/10.1002/berj.3588pt_PT
dc.identifier.doihttps://doi.org/10.1002/berj.3588pt_PT
dc.identifier.issn1469-3518
dc.identifier.urihttp://hdl.handle.net/10451/44521
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherBritish Educational Research Associationpt_PT
dc.subjectTeacher-student relationshippt_PT
dc.subjectProblem behaviorpt_PT
dc.subjectStudents with SENpt_PT
dc.subjectInclusionpt_PT
dc.titleStudent-Teacher Closeness and Conflict in Students with and without Special Educational Needspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardNumberPTDC/MHC-CED/4150/2014
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/3599-PPCDT/PTDC%2FMHC-CED%2F4150%2F2014/PT
oaire.citation.endPage499pt_PT
oaire.citation.issue3pt_PT
oaire.citation.startPage480pt_PT
oaire.citation.titleBritish Educational Research Journalpt_PT
oaire.citation.volume46pt_PT
oaire.fundingStream3599-PPCDT
person.familyNameFreire-Raposo
person.familyNamePipa
person.familyNameDA MOTA AGUIAR
person.familyNameMoreira
person.givenNameAna
person.givenNameJoana
person.givenNameCECÍLIA DO ROSÁRIO
person.givenNameSérgio
person.identifier2007769
person.identifierB-2884-2008
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person.identifier.ciencia-id461E-24D2-E262
person.identifier.ciencia-id2B16-E65A-56BD
person.identifier.ciencia-idC61D-8AFF-0BF2
person.identifier.orcid0000-0002-9394-9738
person.identifier.orcid0000-0001-7150-145X
person.identifier.orcid0000-0002-1792-2592
person.identifier.orcid0000-0002-8548-722X
person.identifier.ridJ-2915-2013
person.identifier.ridE-7230-2015
person.identifier.scopus-author-id7003439892
person.identifier.scopus-author-id57190489727
person.identifier.scopus-author-id35291595000
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsclosedAccesspt_PT
rcaap.typearticlept_PT
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