The importance of teacher-student relationships in classrooms with ‘difficult’ students: a multi-level moderation analysis of nine Berlin secondary schools

References

• Aichhorn, A. 2005. Verwahrloste Jugend [wayward youth]. Göttingen, GER: Hogrefe Verlag.
   Google Scholar
• Ainsworth, M. D. S., and S. M. Bell. 1970. “Attachment, Exploration, and Separation: Illustrated by the Behavior of One-year-olds in a Strange Situation.” Child Development 41 (1): 49–67. doi:10.2307/1127388.
   PubMed Web of Science ®Google Scholar
• Alexander, F., and T. French. 1946. Psychoanalytic Therapy. Principles and Applications. New York, NY: Ronald Press.
   Google Scholar
• Aloe, A. M., S. M. Shisler, B. D. Norris, A. B. Nickerson, and T. W. Rinker. 2014. “A Multivariate Meta-analysis of Student Misbehavior and Teacher Burnout.” Educational Research Review 12: 30–44. doi:10.1016/j.edurev.2014.05.003.
   Web of Science ®Google Scholar
• APA. 2020. “Positive Transference.” https://dictionary.apa.org/positive-transference
   Google Scholar
• Baker, J. A., S. Grant, and L. Morlock. 2008. “The Teacher-student Relationship as a Developmental Context for Children with Internalizing or Externalizing Behavior Problems.” School Psychology Quarterly 23 (1): 3–15. doi:10.1037/1045-3830.23.1.3.
   Web of Science ®Google Scholar
• Barch, C. 2015. On Measuring Student-teaching Relationships: Sorting Out Predictors, Outcomes, and Schematic Structure of Students’ Internal Relationship Representations. Iowa City, IA: University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1950
   Google Scholar
• Berkowitz, L. 1989. “Frustration-aggression Hypothesis: Examination and Reformulation.” Psychological Bulletin 106 (1): 59–73. doi:10.1037//0033-2909.106.1.59.
   PubMed Web of Science ®Google Scholar
• Bion, W. 1962. Learning from Experience. London, UK: Heinemann.
   Google Scholar
• Bruya, B., and -Y.-Y. Tang. 2018. “Is Attention Really Effort? Revisiting Daniel Kahneman’s Influential 1973 Book ‘Attention and Effort’.” Frontiers in Psychology 9: 1–10. doi:10.3389/fpsyg.2018.01133.
   PubMed Web of Science ®Google Scholar
• Bücker, S., S. Nuraydin, B. A. Simonsmeier, M. Schneider, and M. Luhmann. 2018. “Subjective Well-being and Academic Achievement: A Meta-analysis.” Journal of Research in Personality 74: 83–94. doi:10.1016/j.jrp.2018.02.007.
   Web of Science ®Google Scholar
• Cantrell, S., and T. J. Kane. 2013. “Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings from the MET Project’s Three-year Study.” Seattle, WA. https://www.edweek.org/media/17teach-met1.pdf
   Google Scholar
• Chory, R. M., and E. H. Offstein. 2018. “Too Close for Comfort? Faculty–student Multiple Relationships and Their Impact on Student Classroom Conduct.” Ethics & Behavior 28 (1): 23–44. doi:10.1080/10508422.2016.1206475.
   Web of Science ®Google Scholar
• Cornelius-White, J. 2007. “Learner-centered Teacher-student Relationships are Effective: A Meta-analysis.” Review of Educational Research 77 (1): 113–143. doi:10.3102/003465430298563.
   Web of Science ®Google Scholar
• Dietrich, L., and D. Zimmermann. 2019. “How Aggression-related Mindsets Explain SES-differences in Bullying Behavior.” Emotional and Behavioural Difficulties 24 (2): 181–195. doi:10.1080/13632752.2019.1591032.
   Web of Science ®Google Scholar
• Dietrich, L., and J. Cohen. 2019. “Understanding Classroom Bullying Climates: The Role of Student Body Composition, Relationships, and Teaching Quality.” International Journal of Bullying Prevention. doi:10.1007/s42380-019-00059-x.
   Google Scholar
• Dietrich, L., and J. Hofman. 2019. “Exploring Academic Teasing: Predictors and Outcomes of Teasing for Making Mistakes in Classrooms.” International Journal of Adolescence and Youth. doi:10.1080/02673843.2019.1598449.
   Web of Science ®Google Scholar
• Dietrich, L., and R. F. Ferguson. 2019. “Why Stigmatized Adolescents Bully More: The Role of Self-esteem and Academic-status Insecurity.” International Journal of Adolescence and Youth 1–14. doi:10.1080/02673843.2019.1622582.
   PubMedGoogle Scholar
• Dulay, S., and E. Karadağ. 2017. “The Effect of School Climate on Student Achievement.” In The Factors Effecting Student Achievement, edited by E. Karadağ, 199–213. Cham, Switzerland: Springer International Publishing.
   Google Scholar
• Durlak, J. A., R. P. Weissberg, A. B. Dymnicki, R. D. Taylor, and K. B. Schellinger. 2011. “The Impact of Enhancing Students Social and Emotional Learning: A Meta-analysis of School-based Unversal Interventions.” Child Development 82 (1): 405–432. doi:10.1111/j.1467-8624.2010.01564.x.
   PubMed Web of Science ®Google Scholar
• Ferguson, R. F., S. F. Phillips, J. F. S. Rowley, and J. W. Friedlander. 2015. The Influence of Teaching - beyond Standardized Test Scores: Engagement, Mindsets, and Agency - A Study of 16,000 Sixth through Ninth Grade Classrooms. Cambridge, MA. http://www.agi.harvard.edu/projects/TeachingandAgency.pdf
   Google Scholar
• Fonagy, P., G. Gergely, E. L. Jurist, and M. Target. 2004. Affect Regulation, Mentalization and the Development of the Self. New York, NY: Other Press.
   Google Scholar
• Freud, S. 1970. “Zur Psychologie des Gymnasiasten (1914).” In Sigmund Freud Studienausgabe (Band IV): Psychologische Schriften, edited by A. Mitscherlich, A. Richards, and J. Strachey, 235–240. Frankfurt am Main: S. Fischer Verlag.
   Google Scholar
• Garcia-Moya, I., C. Moreno, and F. Brooks. 2019. “The ‘Balancing Acts’ of Building Positive Relationships with Students: Secondary School Teachers’ Perspectives in England and Spain.” Teaching and Teacher Education 86: 1–11. doi:10.1016/j.tate.2019.102883.
   Web of Science ®Google Scholar
• Gavish, B., and I. Friedman. 2010. “Novice Teachers’ Experience of Teaching: A Dynamic Aspect of Burnout.” Social Psychology of Education 13 (2): 141–167. doi:10.1007/s11218-009-9108-0.
   Web of Science ®Google Scholar
• Georg, W. 2018. Soziale Ungleichheit Im Bildungssystem: Eine Empirisch-theoretische Bestandsaufnahme [Social Inequality in the Education System: An Empirical-theoretical Review]. Konstanz, GER: Herbert von Halem Verlag.
   Google Scholar
• Gingelmaier, S., S. Taubner, and A. Ramberg. (Eds.). 2018. Handbuch mentalisierungsbasierte Pädagogik [Manual mentalisation-based pedagogy]. Göttingen, GER: Vandenhoeck & Ruprecht.
   Google Scholar
• Goodman, R. 2001. “Psychometric Properties of the Strengths and Difficulties Questionnaire.” Journal of the American Academy of Child and Adolescent Psychiatry 40 (11): 1337–1345. doi:10.1097/00004583-200111000-00015.
   PubMed Web of Science ®Google Scholar
• Hanifin, E., and S. Appel. 2000. “Transference and Psychological-mindedness in Teachers.” Australian Journal of Teacher Education 25 (2): 1–12. doi:10.14221/ajte.2000v25n2.3.
   Google Scholar
• Hattie, J. 2009. Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement. New York, NY: Routledge.
   Google Scholar
• Holt-Lunstad, J., T. B. Smith, and J. B. Layton. 2010. “Social Relationships and Mortality Risk: A Meta-analytic Review.” PLoS Medicine 7 (7): 1–20. doi:10.1371/journal.pmed.1000316.
   Web of Science ®Google Scholar
• Hughes, J. N., T. A. Cavell, and T. Jackson. 1999. “Influence of the Teacher-student Relationship on Childhood Conduct Problems: A Prospective Study.” Journal of Clinical Child & Adolescent Psychology 28 (2): 173–184. doi:10.1207/s15374424jccp2802_5.
   Web of Science ®Google Scholar
• Huitsing, G., G. M. A. Lodder, B. Oldenburg, H. L. Schacter, C. Salmivalli, J. Juvonen, and R. Veenstra. 2018. “The Healthy Context Paradox: Victims’ Adjustment during an Anti-bullying Intervention.” Journal of Child and Family Studies 28 (9): 2499–2509. doi:10.1007/s10826-018-1194-1.
   Web of Science ®Google Scholar
• Jagacinski, C. M., and J. L. Duda. 2001. “A Comparative Analysis of Contemporary Achievement Goal Orientation Measures.” Educational and Psychological Measurement 61 (6): 1013–1039. doi:10.1177/00131640121971626.
   Web of Science ®Google Scholar
• Jenson, W. R., S. Harward, and J. M. Bowen. 2012. “Externalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral Deficits.” In The Oxford Handbook of School Psychology, edited by M. A. Bray and T. J. Kehle. Oxford, UK: Oxford University Press.
   Google Scholar
• Joyce, H. D. 2018. “Does School Connectedness Mediate the Relationship between Teacher Support and Depressive Symptoms?” Children & Schools 41 (1): 7–16. doi:10.1093/cs/cdy024.
   Web of Science ®Google Scholar
• Kane, T. J., and S. Cantrell. 2010. Learning about Teaching: Initial Findings from the Measures of Effective Teaching Project. Seattle, WA. https://docs.gatesfoundation.org/Documents/preliminary-findings-research-paper.pdf
   Google Scholar
• Kaput, K. 2018. “Evidence for Student-centered Learning.” https://files.eric.ed.gov/fulltext/ED581111.pdf
   Google Scholar
• Keiler, L. S. 2018. “Teachers’ Roles and Identities in Student-centered Classrooms.” International Journal of STEM Education 5 (1): 34. doi:10.1186/s40594-018-0131-6.
   PubMedGoogle Scholar
• KiGGs. 2014. Faktenblatt Zu KiGGS Welle 1: Studie Zur Gesundheit Von Kindern Und Jugendlichen in Deutschland – Erste Folgebefragung 2009 – 2012 [Fact Sheet on KiGGS Wave 1: Study on the Health of Children and Adolescents in Germany - First Follow-up Survey 2009-2012]. Berlin, GER. https://www.rki.de/DE/Content/Gesundheitsmonitoring/Gesundheitsberichterstattung/GBEDownloadsF/KiGGS_W1/kiggs1_fakten_psych_auffaelligkeiten.pdf?__blob=publicationFile
   Google Scholar
• Koch, K.-C. 2014. “Klassenführung und Gruppendynamik in der Grundschule – Eine empirische Untersuchung zur Popularität und Trivialität von Klassenführung [Class leadership and group dynamics in primary school - An empirical study of the popularity and triviality of class leadership].” Gruppendynamik und Organisationsberatung 45. doi:10.1007/s11612-014-0235-5.
   Google Scholar
• Kraft, M. A., D. Blazar, and D. Hogan. 2018. “The Effect of Teacher Coaching on Instruction and Achievement: A Meta-analysis of the Causal Evidence.” Review of Educational Research 88 (4): 547–588. doi:10.3102/0034654318759268.
   Web of Science ®Google Scholar
• Lei, H., Y. Cui, and M. M. Chiu. 2018. “The Relationship between Teacher Support and Students’ Academic Emotions: A Meta-analysis.” Frontiers in Psychology 8: 1–12. doi:10.3389/fpsyg.2017.02288.
   Web of Science ®Google Scholar
• Levesque, R. J. R. 2014. “Externalizing and Internalizing Symptoms.” In Encyclopedia of Adolescence, edited by R. J. R. Levesque, 903–-905. New York, NY: Springer.
   Google Scholar
• Long, R. F., E. S. Huebner, D. H. Wedell, and K. J. Hills. 2012. “Measuring School-related Subjective Well-being in Adolescents.” American Journal of Orthopsychiatry 82 (1): 50–60. doi:10.1111/j.1939-0025.2011.01130.x.
   PubMed Web of Science ®Google Scholar
• Midgley, C., A. Kaplan, M. Middleton, M. L. Maehr, T. Urdan, L. H. Anderman, … R. Roeser. 1998. “The Development and Validation of Scales Assessing Students’ Achievement Goal Orientations.” Contemporary Educational Psychology 23 (2): 113–131. doi:10.1006/ceps.1998.0965.
   PubMed Web of Science ®Google Scholar
• Midgley, C., M. L. Maehr, L. Z. Hruda, E. Anderman, L. Anderman, K. E. Freeman, … T. Urdan. 2000. Manual for the Patterns of Adaptive Learning Survey (PALS). Ann Arbor, MI: University of Michigan.
   Google Scholar
• Midgley, C., and T. Urban. 2001. “Academic Self-handicapping and Achievementgoals: A Further Examination.” Contemporary Educational Psychology 26 (1): 61–75. doi:10.1006/ceps.2000.1041.
   PubMed Web of Science ®Google Scholar
• Müller, T. (2017). “Ich kann niemandem mehr vertrauen.” Konzepte von Vertrauen und ihre Relevanz für die Pädagogik bei Verhaltensstörungen. Kempten, GER: Forschung Klinkhardt.
   Google Scholar
• Musil, C. M., C. B. Warner, P. K. Yobas, and S. L. Jones. 2002. “A Comparison of Imputation Techniques for Handling Missing Data.” Western Journal of Nursing Research 24 (7): 815–829. doi:10.1177/019394502762477004.
   PubMed Web of Science ®Google Scholar
• Ollendick, T. H., A. L. Shortt, and J. B. Sander. 2005. “Internalizing Disorders of Childhood and Adolescence.” In Psychopathology: Foundations for a Contemporary Understanding, edited by J. E. Maddux and B. A. Winstead, 353–376. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Ozkilica, R., and H. Kartal. 2012. “Teachers Bullied by Their Students: How Their Classes Influenced after Being Bullied?” Procedia - Social and Behavioral Sciences 46: 3435–3439. doi:10.1016/j.sbspro.2012.06.080.
   Google Scholar
• Panorama. 2020. “Panorama Student Survey.” https://www.panoramaed.com/panorama-student-survey
   Google Scholar
• Pianta, R. C. 2019. “Student Teacher Relationship Scale (STRS).” https://curry.virginia.edu/faculty-research/centers-labs-projects/castl/measures-developed-robert-c-pianta-phd
   Google Scholar
• Polikoff, M. S. 2016. “Evaluating the Instructional Sensitivity of Four States’ Student Achievement Tests.” Educational Assessment 21 (2): 102–119. doi:10.1080/10627197.2016.1166342.
   Web of Science ®Google Scholar
• Riley, P. 2010. Attachment Theory and the Teacher–student Relationship: A Practical Guide for Teachers, Teacher Educators and School Leaders. New York, NY: Routledge.
   Google Scholar
• Roorda, D., H. M. Y. Koomen, J. L. Spilt, and F. J. Oort. 2011. “The Influence of Affective Teacher-student Relationships on Students’ School Engagement and Achievement: A Meta-analytic Approach.” Review of Educational Research 81 (4): 493–529. doi:10.3102/0034654311421793.
   Web of Science ®Google Scholar
• Rousseeuw, P. J., and A. M. Leroy. 2005. Robust Regression and Outlier Detection. New York, NY: John Wiley & Sons.
   Google Scholar
• SDQinfo. 2016. “Scoring the Strengths & Difficulties Questionnaire for Age 4-17 or 18+.” http://www.sdqinfo.com/py/sdqinfo/c0.py
   Google Scholar
• Skinner, E., C. Furrer, G. Marchand, and T. Kindermann. 2008. “Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic?” Journal of Educational Psychology 100 (4): 765–781. doi:10.1037/a0012840.
   Web of Science ®Google Scholar
• Statista. 2020. “Gesamtbewertung Der Bundesländer Beim Bildungsmonitor 2019 [Overall Assessment of the Federal States in the Education Monitor 2019].” https://de.statista.com/statistik/daten/studie/201453/umfrage/gesamtbewertung-der-bundeslaender-beim-bildungsmonitor/
   Google Scholar
• Tagesspiegel. 2020. “Lehrermangel in Berlin: Senat Schafft Es Nicht, Quereinsteiger Besser Zu Verteilen [Teacher Shortage in Berlin: Senate Fails to Better Distribute Lateral Entrants].” https://www.tagesspiegel.de/berlin/lehrermangel-in-berlin-senat-schafft-es-nicht-quereinsteiger-besser-zu-verteilen/25424874.html
   Google Scholar
• Taubner, S. 2015. Konzept Mentalisieren. Eine Einführung in Forschung und Praxis [Concept Mentalization. An introduction to research and practice]. Gießen, GER: Psychosozial-Verlag.
   Google Scholar
• Tripod. 2015. Tripod’s 7Cs Framework of Effective Teaching: Technical Manual [Internal Document]. Cambridge, MA: Tripod Education Partners.
   Google Scholar
• Tripod. 2016. A Guide to Tripod’s 7Cs Framework of Effective Teaching. Cambridge, MA. http://www.scsk12.org/instructional/files/2017/Student%20Feedback/Guide%20to%20Tripod%27s%207Cs%20Framework.pdf
   Google Scholar
• Waldinger, R. J., S. Cohen, M. S. Schulz, and J. A. Crowell. 2014. “Security of Attachment to Spouses in Late Life: Concurrent and Prospective Links with Cognitive and Emotional Wellbeing.” https://repository.brynmawr.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1031&context=psych_pubs
   Google Scholar
• Weiner, B. 2007. “Examining Emotional Diversity in the Classroom: An Attribution Theorist Considers the Moral Emotions.” In Emotion in Education, edited by P. A. Schutz and R. Pekrun, 75–88. Burlington, MA: Elsevier.
   Google Scholar
• Wilson, A. B., K. M. Brown, J. Misch, C. H. Miller, B. A. Klein, M. A. Taylor, … M. D. Lazarus. 2019. “Breaking with Tradition: A Scoping Meta-analysis Analyzing the Effects of Student-centered Learning and Computer-aided Instruction on Student Performance in Anatomy.” Anatomical Sciences Education 12 (1): 61–73. doi:10.1002/ase.1789.
   PubMed Web of Science ®Google Scholar
• Winnicot, D. W. 1986. Holding and Interpretation: Fragment of an Analysis. Ney York, NY: Grove Press.
   Google Scholar
• Würker, A. 2007. Lehrerbildung Und Szenisches Verstehen: Professionalisierung Durch Psychoanalytisch-orientierte Selbstreflexion [Teacher Training and Scenic Understanding: Professionalization through Psychoanalytic-oriented Self-reflection]. Baltmannsweiler, GER: Schneider Verlag Hohengehren.
   Google Scholar
• Zimmermann, D. 2016. Traumapädagogik in der Schule. Pädagogischen Beziehungen mit schwer belasteten Kindern und Jugendlichen [Trauma Pedagogy in Schools. Educational Relationships with Severely Burdened Children and Adolescents]. Gießen, GER: Psychosozial-Verlag.
   Google Scholar
• Zimmermann, D. 2018. “Pädagogische Konzeptualisierungen für die Arbeit mit sehr schwer belasteten Kindern und Jugendlichen [Pedagogical conceptualizations for the work with very severely burdened children and adolescents].” Vierteljahreszeitschrift für Heilpädagogik und ihre Nachbargebiete 87 (4): 305–317. doi:10.2378/vhn2018.art35d.
   Google Scholar