Publication

The effect of teacher-student and student-student relationships on the societal involvement of students

Wanders, F. H. K., Dijkstra, A. B., Maslowski, R. & van der Veen, I., 3-May-2020, In : Research Papers in Education. 35, 3, p. 266-286 21 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Wanders, F. H. K., Dijkstra, A. B., Maslowski, R., & van der Veen, I. (2020). The effect of teacher-student and student-student relationships on the societal involvement of students. Research Papers in Education, 35(3), 266-286. https://doi.org/10.1080/02671522.2019.1568529

Author

Wanders, Frank H. K. ; Dijkstra, Anne Bert ; Maslowski, Ralf ; van der Veen, Ineke. / The effect of teacher-student and student-student relationships on the societal involvement of students. In: Research Papers in Education. 2020 ; Vol. 35, No. 3. pp. 266-286.

Harvard

Wanders, FHK, Dijkstra, AB, Maslowski, R & van der Veen, I 2020, 'The effect of teacher-student and student-student relationships on the societal involvement of students', Research Papers in Education, vol. 35, no. 3, pp. 266-286. https://doi.org/10.1080/02671522.2019.1568529

Standard

The effect of teacher-student and student-student relationships on the societal involvement of students. / Wanders, Frank H. K.; Dijkstra, Anne Bert; Maslowski, Ralf; van der Veen, Ineke.

In: Research Papers in Education, Vol. 35, No. 3, 03.05.2020, p. 266-286.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Wanders FHK, Dijkstra AB, Maslowski R, van der Veen I. The effect of teacher-student and student-student relationships on the societal involvement of students. Research Papers in Education. 2020 May 3;35(3):266-286. https://doi.org/10.1080/02671522.2019.1568529


BibTeX

@article{e0d68198614e4f9ea53c2d1e34e22be7,
title = "The effect of teacher-student and student-student relationships on the societal involvement of students",
abstract = "The goal of this paper was to examine the relation between teachers and students and between students on societal involvement in Dutch secondary schools. As such, we studied the role of parents on adolescents' societal involvement and to what extent positive teacher-student and student-student relationships reduced differences in societal involvement due to parental background differences. To estimate this cross-sectional multilevel analyses, a rich combination of datasets from the Netherlands was used, encompassing 4,128 15-year-old students in 58 schools in 2010/2011. The results showed that teacher-student relations and student-student relations were positively associated with societal involvement. The level of societal involvement differed between students' from households with lower incomes, level of education and employment, even though parenting styles seemed unrelated to societal involvement. Students from higher educated parents were found to benefit more from these positive relationships with teachers. This advantage arguably amplifies the differences in societal involvement between students with lower and higher educated parents. Future studies can give further insight into the role of classroom interrelations using additional longitudinal data or focus on more qualitative observations to explore the role of classroom interrelations and their influence on developing societal involvement.",
keywords = "Teacher-student relationships, student-student relationships, schools, parents, peers, societal involvement, CIVIC EDUCATION, POLITICAL-SOCIALIZATION, PARENTAL UNEMPLOYMENT, CLASSROOM CLIMATE, MIDDLE SCHOOL, CITIZENSHIP, ADOLESCENTS, ACHIEVEMENT, PARTICIPATION, ENGAGEMENT",
author = "Wanders, {Frank H. K.} and Dijkstra, {Anne Bert} and Ralf Maslowski and {van der Veen}, Ineke",
year = "2020",
month = "5",
day = "3",
doi = "10.1080/02671522.2019.1568529",
language = "English",
volume = "35",
pages = "266--286",
journal = "Research Papers in Education",
issn = "0267-1522",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",
number = "3",

}

RIS

TY - JOUR

T1 - The effect of teacher-student and student-student relationships on the societal involvement of students

AU - Wanders, Frank H. K.

AU - Dijkstra, Anne Bert

AU - Maslowski, Ralf

AU - van der Veen, Ineke

PY - 2020/5/3

Y1 - 2020/5/3

N2 - The goal of this paper was to examine the relation between teachers and students and between students on societal involvement in Dutch secondary schools. As such, we studied the role of parents on adolescents' societal involvement and to what extent positive teacher-student and student-student relationships reduced differences in societal involvement due to parental background differences. To estimate this cross-sectional multilevel analyses, a rich combination of datasets from the Netherlands was used, encompassing 4,128 15-year-old students in 58 schools in 2010/2011. The results showed that teacher-student relations and student-student relations were positively associated with societal involvement. The level of societal involvement differed between students' from households with lower incomes, level of education and employment, even though parenting styles seemed unrelated to societal involvement. Students from higher educated parents were found to benefit more from these positive relationships with teachers. This advantage arguably amplifies the differences in societal involvement between students with lower and higher educated parents. Future studies can give further insight into the role of classroom interrelations using additional longitudinal data or focus on more qualitative observations to explore the role of classroom interrelations and their influence on developing societal involvement.

AB - The goal of this paper was to examine the relation between teachers and students and between students on societal involvement in Dutch secondary schools. As such, we studied the role of parents on adolescents' societal involvement and to what extent positive teacher-student and student-student relationships reduced differences in societal involvement due to parental background differences. To estimate this cross-sectional multilevel analyses, a rich combination of datasets from the Netherlands was used, encompassing 4,128 15-year-old students in 58 schools in 2010/2011. The results showed that teacher-student relations and student-student relations were positively associated with societal involvement. The level of societal involvement differed between students' from households with lower incomes, level of education and employment, even though parenting styles seemed unrelated to societal involvement. Students from higher educated parents were found to benefit more from these positive relationships with teachers. This advantage arguably amplifies the differences in societal involvement between students with lower and higher educated parents. Future studies can give further insight into the role of classroom interrelations using additional longitudinal data or focus on more qualitative observations to explore the role of classroom interrelations and their influence on developing societal involvement.

KW - Teacher-student relationships

KW - student-student relationships

KW - schools

KW - parents

KW - peers

KW - societal involvement

KW - CIVIC EDUCATION

KW - POLITICAL-SOCIALIZATION

KW - PARENTAL UNEMPLOYMENT

KW - CLASSROOM CLIMATE

KW - MIDDLE SCHOOL

KW - CITIZENSHIP

KW - ADOLESCENTS

KW - ACHIEVEMENT

KW - PARTICIPATION

KW - ENGAGEMENT

U2 - 10.1080/02671522.2019.1568529

DO - 10.1080/02671522.2019.1568529

M3 - Article

VL - 35

SP - 266

EP - 286

JO - Research Papers in Education

JF - Research Papers in Education

SN - 0267-1522

IS - 3

ER -

ID: 77714206