References
- Ainsworth, M. D. S. 1989. “Attachments Beyond Infancy.” American Psychologist 44 (4): 709–716. doi:https://doi.org/10.1037/0003-066X.44.4.709.
- Althauser, K. 2015. “Job-Embedded Professional Development: Its Impact on Teacher Self-Efficacy and Student Performance.” Teacher Development 19 (2): 210–225. doi:https://doi.org/10.1080/13664530.2015.1011346.
- Andrew, S., and E. J. Halcomb. 2006. “Mixed Methods Research Is an Effective Method of Enquiry for Community Health Research.” Contemporary Nurse 23 (2): 145–153. doi:https://doi.org/10.5172/conu.2006.23.2.145.
- 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:https://doi.org/10.1037/1045-3830.23.1.3.
- Bandura, A. 2008. “An Agentic Perspective on Positive Psychology.” In Positive Psychology: Exploring the Best in People (Vol.1), edited by S. J. Lopez, 167–196. Westport, CT: Praeger.
- Bowlby, J. 1969. Attachment and Loss: Vol. 1. Attachment. New York: Basic Books.
- Bowlby, J. 1988. A Secure Base: Parent–Child Attachment and Healthy Human Development. New York: Basic Books.
- Concept Systems Incorporated (2017). “Concept System Global MAX (2017.079.13)” [web-based computer program]. https://conceptsystemsglobal.com/index.php
- Coyne-Foresi, M. 2015. “Wiz Kidz: Fostering School Connectedness through an In-School Student Mentoring Program.” Professional School Counseling 19 (1): 68–79. doi:https://doi.org/10.5330/1096-2409-19.1.68.
- Coyne-Foresi, M., and E. Nowicki. 2020. “Building Connections and Relationships at School: Youth Reflect on Mentoring Their Younger Peers.” Journal of Early Adolescence. doi:https://doi.org/10.1177/0272431620912472.
- Creswell, J. W., and V. L. Plano Clark. 2011. Designing and Conducting Mixed Methods Research. 2nd ed. Thousand Oaks, CA: Sage.
- Dare, L., and E. Nowicki. 2019. “Engaging Children and Youth in Research and Evaluation Using Group Concept Mapping.” Evaluation and Program Planning 76: 101680. doi:https://doi.org/10.1016/j.evalprogplan.2019.101680.
- DuBois, D. L., and N. Silverthorn. 2005. “Characteristics of Natural Mentoring Relationships and Adolescent Adjustment: Evidence from a National Study.” The Journal of Primary Prevention 26 (2): 69–92. doi:https://doi.org/10.1007/s10935-005-1832-4.
- Gardner, M., J. Roth, and J. Brooks-Gunn. 2008. “Adolescents’ Participation in Organized Activities and Developmental Success 2 and 8 Years after High School: Do Sponsorship, Duration, and Intensity Matter?” Developmental Psychology 44 (3): 814–830. doi:https://doi.org/10.1037/0012-1649.44.3.814.
- Graham, A., M. A. Powell, N. Thomas, and D. Anderson. 2017. “Reframing 'Well-Being' in Schools: The Potential of Recognition.” Cambridge Journal of Education 47 (4): 439–455. doi:https://doi.org/10.1080/0305764X.2016.1192104.
- Guay, F., A.-S. Denault, and S. Renauld. 2017. “School Attachment and Relatedness with Parents, Friends and Teachers as Predictors of Students’ Intrinsic and Identified Regulation.” Contemporary Educational Psychology 51: 416–428. doi:https://doi.org/10.1016/j.cedpsych.2017.10.001.
- Hallinan, M. T. 2008. “Teacher Influence on Students’ Attachment to School.” Sociology of Education 81 (3): 271–283. doi:https://doi.org/10.1177/003804070808100303.
- Hamre, B. K., and R. C. Pianta. 2006. “Student-Teacher Relationships.” In Children’s Needs III: Development, Prevention and Intervention, edited by G. G. Bear and K. M. Minke, 59–71. Washington, DC: National Association of School Psychologists.
- Hughes, J. 2012. “Teacher-Student Relationships and School Adjustment: Progress and Remaining Challenges.” Attachment & Human Development 14 (3): 319–327. doi:https://doi.org/10.1080/14616734.2012.672288.
- Jacobson, M. J., and U. Wilensky. 2006. “Complex Systems in Education: Scientific and Educational Importance and Implications for the Learning Sciences.” The Journal of the Learning Sciences 15 (1): 11–34. doi:https://doi.org/10.1207/s15327809jls1501_4.
- Kane, M., and W. M. K. Trochim. 2007. Concept Mapping for Planning and Evaluation. Thousand Oaks, CA: Sage.
- Karcher, M. J., M. Holcomb, and E. Zambrano. 2008. “Measuring and Evaluating Adolescent Connectedness.” In Handbook of School Counseling, edited by H. L. K. Coleman and C. Yeh, 651–672. Mahwah, NJ: Lawrence Erlbaum.
- Karcher, M. J. 2011. “The Hemingway: Measure of Adolescent Connectedness.” Hemingway Measure of Adolescent Connectedness website. http://adolescentconnectedness.com/media/HemingwayManual2012.pdf
- Lee, V. E., and J. B. Smith. 1999. “Social Support and Achievement for Young Adolescents in Chicago: The Role of School Academic Press.” American Educational Research Journal 36 (4): 907–945. doi:https://doi.org/10.3102/00028312036004907.
- Luthar, S. S. 2006. “Resilience in Development: A Synthesis of Research across Five Decades.” In Developmental Psychopathology, edited by D. Cicchetti and D. J. Cohen, 739–795. 2nd ed. Hoboken, NJ: John Wiley & Sons.
- Lynch, M., and D. Cicchetti. 1992. “Maltreated Children’s Reports of Relatedness to Their Teachers.” In New Directions for Child Development, 57, edited by R. C. Pianta, 81–108. San Francisco: Jossey-Bass.
- Mitchell, M. M., C. P. Bradshaw, and P. J. Leaf. 2010. “Student and Teacher Perceptions of School Climate: A Multilevel Exploration of Patterns of Discrepancy.” Journal of School Health 80 (6): 271–279. doi:https://doi.org/10.1111/j.1746-1561.2010.00501.x.
- Murray, C., D. Kosty, and K. Hauser-mclean. 2016. “Social Supports and Attachment to Teachers: Relative Importance and Specificity among Low-income Children and Youth of Color.” Journal of Psychoeducational Assessment 34 (2): 199–135. doi:https://doi.org/10.1177/0734282915592537.
- Nowicki, E. A., and J. Brown. 2015. “The Social Exclusion of Schoolmates with Learning and Intellectual Disabilities: A Concept Mapping Approach.” SAGE Research Methods Cases. doi:https://doi.org/10.4135/978144627305014556084.
- Nowicki, E. A., J. Brown, and M. Stepien. 2014. “Children’s Thoughts on the Social Exclusion of Peers with Intellectual or Learning Difficulties.” Journal of Intellectual Disabilities Research 58 (4): 346–357. doi:https://doi.org/10.1111/jir.12019.
- Nowicki, E. A., J. D. Brown, and L. Dare. 2017. “Educators’ Evaluations of Children’s Ideas on the Social Exclusion of Classmates with Intellectual and Learning Disabilities.” Journal of Applied Research in Intellectual Disabilities. doi:https://doi.org/10.1111/jar.12356.
- Palinkas, L. A., S. M. Horwitz, C. A. Green, J. P. Wisdom, N. Duan, and K. Hoagwood. 2015. “Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research.” Administration and Policy in Mental Health and Mental Health Services Research 42 (5): 533–544. doi:https://doi.org/10.1007/s10488-013-0528-y.
- Patton, M. 2002. “Two Decades of Developments in Qualitative Inquiry: A Personal, Experiential Perspective.” Qualitative Social Work 1 (3): 261–283. doi:https://doi.org/10.1177/1473325002001003636.
- Phillippo, K. L., and S. Stone. 2013. “Teacher Role Breadth and Its Relationship to Student-Reported Teacher Support.” The High School Journal 4 (4): 358–379. doi:https://doi.org/10.1353/hsj.2013.0016.
- Pianta, R. C. 1992. New Directions for Child Development, 57. San Francisco, CA: Jossey-Bass.
- Pianta, R. C., and M. Steinberg. 1992. “Teacher-Child Relationships and the Process of Adjusting to School.” In New Directions for Child Development, 57, edited by R. C. Pianta, 61–80. San Francisco: Jossey-Bass.
- Pianta, R. C. 1999. Enhancing Relationships between Children and Teachers. Washington, DC: American Psychological Association.
- Portwood, S. G., and P. M. Ayers. 2005. “Schools.” In Handbook of Youth Mentoring, edited by D. L. Dubois and M. J. Karcher, 336–347. Thousand Oaks, CA: Sage.
- Poulou, M. 2015. “Teacher-Student Relationships, Social and Emotional Skills, and Emotional and Behavioural Difficulties.” International Journal of Educational Psychology 4 (1): 84–108. doi:https://doi.org/10.4471/ijep.2015.04.
- Sabol, T. J., and R. C. Pianta. 2012. “Recent Trends in Research on Teacher-Child Relationships.” Attachment & Human Development 14 (3): 213–231. doi:https://doi.org/10.1080/14616734.2012.672262.
- Šejtanić, S., and A. Lalić. 2016. “Communication between Students and Teachers in Realization of Extracurricular Activities.” International Journal of Educational Methodology 2 (1): 45–50. doi:https://doi.org/10.12973/ijem.2.1.45.
- Strati, A. D., J. A. Schmidt, and K. S. Maier. 2017. “Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement.” Journal of Educational Psychology 109 (1): 131–147. doi:https://doi.org/10.1037/edu0000108.
- Vaughn, L. M., E. Wagner, and F. Jacquez. 2013. “A Review of Community-Based Participatory Research in Child Health.” MCN: The American Journal of Maternal/Child Nursing 38 (1): 48–53.
- Verschueren, K., and H. M. Y. Koomen. 2012. “Teacher-Child Relationships from an Attachment Perspective.” Attachment & Human Development 14 (3): 205–211. doi:https://doi.org/10.1080/14616734.2012.672260.
- Zajac, K., and R. Kobak. 2006. “Attachment.” In Children’s Needs III: Development, Prevention and Intervention, edited by G. G. Bear and K. M. Minke, 379–389. Washington, DC: National Association of School Psychologists.