![](/squelettes/img/burger.png)
![](local/cache-vignettes/L831xH267/rubon4-d0de3.jpg?1725681474)
The importance of teachers’ relational competence in educational processes
mercredi 11 février 2015, par
Ainsworth, M., Blehar, M., Waters, E., & Wall, S. (1978). Patterns of attachment. Hillsdale, NJ : Erlbaum.
Anderman, L. H. (2003). Academic and social perception as predictors of change in middle school students’ sense of school belonging. Journal of Experimental Education, 72(1), 5–22.
Battin-Pearson, S., Newcomb, M., Abbott, R., Hill, K., Catalano, R., Hawkins, J., & Pressley, G. M. (2000). Predictors of early high school dropout : A test of five theories. Journal of Educational Psychology, 92(3), 568–582.
Beekhoven, S., & Dekkers, H. P. J. M. (2005). Early school leaving in the lower vocational track. Triangulation of qualitative and quantitative data. Adolescence, 40(157), 197–214.
Birch, S. H., & Ladd, G. W. (1996). Interpersonal relations in the school environment and children’s early school adjustment : The role of teacher and peers. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation : Understanding children’s school adjustment (pp. 199–225). New York : Cambridge University Press. Accessed from : https://books.google.si/books?id=C_k_bl5-twMC&pg=PA197&source=gbs_toc_r&cad=4#v=onepage&q&f=false
Bowlby, J. (1969) Attachment and loss : Vol 1. Attachment. New York : Basic Books.
Bridgeland, J., DiIulio, J., & Morison (2006). The silent epidemic : Perspectives of high school dropouts. Civic Enterprises, LLC, Washington.
Bryk, A. S., & Schneider, B. (2004). Trust in schools : A core resource for improvement. Contemporary Sociology, 33(3), 368–369.
CASEL. (2013). 2013 CASEL Guide : Effective Social and Emotional Learning Programs. Preschool and Elementary School Edition. Chicago, IL : CASEL.
Clandinin, D. J., Steeves, P., Li, Y., Mickelson, J. R.. Buck, G., Pearce, M., … Huber, M. (2010). Composing lives : A narrative account into the experiences of youth who left school early. Retrieved from https://www.researchgate.net/publication/265306620_Composing_Lives_A_Narrative_Account_into_the_Experiences_of_Youth_Who_Left_School_Early_1
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective : A meta-analysis. Review of Educational Research, 77(1), 113–143.
Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding in school : The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77(1), 60–81.
Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009). Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101, 912–925.
Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305–316.
Doumen, S., Koomen, H. M. Y., Buyse, E., Wouters, S., & Verschueren, K. (2012). Teacher and observer views on student–teacher relationships : Convergence across kindergarten and relations with student engagement. Journal of School Psychology, 50(1), 61–76.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). Enhancing students’ social and emotional development promotes success in school : Results of a meta-analysis. Child Development, 82, 474–501.
Fall, A., & Roberts, G. (2012). High school dropouts : Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787–798.
Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth : Current state of research. Child Development Perspectives, 6, 161–166.
Greenberg, M., Weissberg, R., O’Brien, M. U., Zins, J., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854.
Hattie, J. A. C. & Yates, G. (2014). Visible learning and the science of how we learn. Routledge, UK.
Hattie, J. A. C. (2009). Visible learning : A synthesis of 800+ meta-analyses on achievement. Oxford, UK : Routledge.
Heatly, M. C., & Votruba-Drzal, E. (2017). Parent- and teacher-child relationships and engagement at school entry : Mediating, interactive, and transactional associations across contexts. Developmental Psychology, 53(6), 1042–1062.
Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of teacher-student relationships on aggressive children’s development : A prospective study. Journal of Clinical Child Psychology, 28, 173–184.
Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6, 732–743.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom : Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525.
Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., . . . Greenberg, M. T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology.
Jensen, E., Bengaard Skibsted, E., & Vedsgaard Christensen, M. (2015). Educating teachers focusing on the development of reflective and relational competences. Educational Research for Policy and Practice, 14(3), 201–212.
Jensen, H., Juul, J., Høeg, P., Bertelsen, J., Stubberup, M., & Hilbebrandt, S. (2016). Empathy : It’s what holds the world together. Vienna, Austria : myMorrawa.
Jimerson, S., Egeland, B., Sroufe, L. A. & Carlson, B. (2000). A prospective longitudinal study of high school dropouts examining multiple predictors across development. Journal of School Psychology, 38(6), 525–549.
Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94, 62–65.
Juul, J., & Jensen, H. (2010). Od poslušnosti do odgovornosti. [From obedience to responsibility] Radovljica : Didakta.
Juul, J., & Jensen, H. (2011). Vzgojno delovanje v vrtcu in šoli [Upbringing activity in kindergarten and school]. Šolsko svetovalno delo, 3–4, 61–74.
Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten : Related spheres of influence ? Child Development, 70, 1373–1400.
Laursen, P. F., & Nielsen, A. M. (2016). Teachers’ relational competencies : The contribution from teacher education. Šolsko polje, 27(1-2), 139–161.
Lessard, A., Butler-Kisber, L., Fortin, L., Marcotte, D., Potvin, P., & Royer, É. (2008). Shades of disengagement : High school dropouts speak out. Social Psychology of Education, 11(1), 25–42.
Lessard, A., Fortin, L., Joly, J., Royer, É., & Blaya, C. (2004). Students at-risk for dropping out of school : Are there gender differences among personal, family and school factors ? Journal of At-risk Issues, 10(2), 91–107.
Lessard, A., Poirier, M., & Fortin, L. (2010). Student-teacher relationship : A protective factor against school dropout ? Procedia Social and Behavioral Sciences, 2(2), 1636–1643.
Longva, K. P., & Klokkehaug, A. G. (2008, September). Developing relational competence in guidance- and mentor education. Paper presented at the ECER 2013, Creativity and Innovation in Educational Research. Retrieved from http://www.eera-ecer.de/ecer-programmes/pdf/print/conference/8/contribution/22275/
Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student relationships as compensatory resources for aggressive children. Child Development, 74, 1145–1157.
MLERN, Mind and Life Education Research Network : J. Davidson, R., Dunne, J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P., Jha, A., Jinpa, T., Lantieri, L., Meyer, D., Roeser, R. W., & Vago, D. (2012). Contemplative practices and mental training : Prospects for American education. Child Development Perspectives, 6, 146–153.
Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education / Revue Canadienne De l’Éducation, 28(3), 458–486.
Murray, C., & Malmgren, K. (2005). Implementing a teacher–student relationship program in a high-poverty urban school : Effects on social, emotional, and academic adjustment and lessons learned. Journal of School Psychology, 43(2), 137–152.
Murray, K. M., Murray, C., & Waas, G. A. (2008). Child and teacher reports of teacher–student relationships : Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29(1), 49–61.
Murray, S., & Mitchell, J. (2013). ’I want to be here’ : Early school leavers re-engage in study at TAFE. Youth Studies Australia, 32(2), 13–20.
Nielsen, B. L. (2017). Evaluation of the Relational Competence Project 2012–16. Danish University Colleges. Retrieved from https://www.ucviden.dk/portal/files/40724092/En_Evaluation_RelationalCompetenceProject.pdf
Nordenbo, S. E., Larsen, M. S., Tiftikci, N., Wendt, R.E., & Østergaard, S. (2008) Lærerkompetanser og elevers læring i førskole og skole - Et systematisk review utført for Kunnskapsdepartementet, Oslo. I : Evidensbasen [Teacher competencies and pupils’ learning in preschool and school – A systematic review carried out for the Ministry of Education, Oslo. I : Evidence Base]. Copenhagen, Denmark : Dansk Clearinghouse for Uddannelsesforskning, DPU, Aarhus Universitet. Retrieved from http://hihm.no/content/download/27943/313958/file/SRII-Teknisk%20rapport-sen%20norsk.pdf
O’Connor, E., & McCartney, K. (2007). Examining teacher–child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44, 240–269.
OECD. (2005). Teachers matter : Attracting, developing and retaining effective teachers. Retrieved from https://www.oecd.org/edu/school/34990905.pdf
OECD. (2017). PISA 2015 Results (Volume III) : Students’ Well-Being. Paris : OECD Publishing.
OECD. (2015). Skills for social progress : The power of social and emotional skills. Paris : OECD Publishing.
OECD. (2014). A teachers’ guide to TALIS 2013 : Teaching and Learning International Survey. Paris : TALIS, OECD Publishing.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444.
Pianta, R. C., Hamre, B. K., & Stuhlman, M. (2003). Relationships between teachers and children. In W. Reynolds and G. Miller (Eds.), Comprehensive Handbook of Psychology (vol. 7) Educational Psychology (pp. 199–234). New York : John Wiley & Sons.
Pittman, L. D., & Richmond, A. (2007). Academic and psychological functioning in late adolescence : The importance of school belonging. Journal of Experimental Education, 75(4), 270–290.
Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradović, J. (2014). An integrative view of school functioning : Transactions between self-regulation, school engagement, and teacher–child relationship quality. Child Development, 85(5), 1915–1931.
Roeser, R. W., & Eccles, J. S. (2015). Mindfulness and compassion in human development : Introduction to the special section. Developmental Psychology, 51(1), 1.
Sabol, T. J., & Pianta, R. (2012). Recent trends in research on teacher-child relationships. Attachment & Human Development, 14(3), 213–231.
Schonert-Reichl, K. A., Hanson-Peterson, J. L., & Hymel, S. (2015). Social and emotional learning and pre-service teacher education. In J. A. Durlak, R. P. Weissberg, C. E. Domitrovich, and T. P. Gullotta (Eds.), Handbook of Social and Emotional Learning : Research and Practice (pp. 406–421). NY : Guilford.
Schonert-Reichl, K. A., Roeser, R. W., Oberle, E., Whitehead, J., Kitil, M. J., & Lawlor, M. S. (2015, April). Singular and combined effects of mindfulness-based education programs on teacher and student well-being and classroom context. In R. W. Roeser (Chair), Systematic approaches to mindfulness-based interventions for teachers and students : Early childhood and elementary school settings. Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Sklad, M., Diekstra, R., De Ritter, M., & Ben, J. (2012). Effectiveness of school-based universal social, emotional, and behavioural programs : Do they enhance students’ development in the area of skill, behaviour, and adjustment ? Psychology in the Schools, 49, 892–909.
Spilt, J. L., Helma M. Y., Koomen, & Thijs, J. T. (2011). Teacher wellbeing : The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457–477.
Tidwell, R. (1988). Dropouts speak out : Qualitative data on early school departures. Adolescence, 23(92), 939–954.
Troop-Gordon, W., & Kuntz, K. J. (2013). The unique and interactive contributions of peer victimization and teacher-child relationships to children’s school adjustment. Journal of Abnormal Child Psychology, 41(8), 1191.
Valiente C., Lemery-Chalfant K., Swanson J., & Reiser M. (2008). Prediction of children’s academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100, 67–77.
Vesely, A. K., Saklofske, D. H., & Leschied, A. D. W. (2013). Teachers – the vital resource : The contribution of emotional intelligence to teacher efficacy and well-being. Canadian Journal of School Psychology, 28(1), 71–89.
Vidmar, M. & Kerman, K. (2016). The development of teacher’s relational competence scale : Structural validity and reliability. Šolsko polje, 27(1–2), 41–62.
Vygotski, L. S. (1978). Mind and society : The development of higher psychological processes. Cambridge : Harvard University Press.
Wahlgren, B., Mariager-Andersson, K., & Hovmand Sørensen, S. (2015). Socio-pedagogical competence – better relationships. Voksenuddanelse, 112, 1–8.
Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools : What does the evidence say ? Health Promotion International, 26, i29–i69.
Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationships : Stress, negative affect, and self-efficacy. Social Behavior and Personality, 30(5), 485–493.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004), Building academic success on social and emotional learning : What does the research say ? New York : Teachers College Press.