Theses and Dissertations
Date of Award
Doctor of Education (EdD)
Dr. Karen Watt
Dr. Stephanie Brickman
Dr. Marie Simonsson
The purpose of this study was to explore at-risk student's perceptions of teacher-student relationships and the context in which at-risk students perceived these relationships. The study was conducted in two phases: first a student self-survey was given and second two focus groups with students was conducted. The Children's Appraisal of Teachers as a Secure Base (CATSB) self-report was given to 145 fourth grade students of which 86 students were identified as at-risk and 59 students were not identified as at-risk. The results revealed two factors in which students perceived teachers as a secure base, "Accepting/Available" and "Rejecting". Although there was not a significant difference between at-risk and non-at-risk students in the area of teachers being perceived as "Accepting/Available", there was a significant difference between at-risk and non-at-risk students in the area of teachers being perceived as "Rejecting". After conducting the survey, two student focus groups were conducted with at-risk students who participated in the survey. The focus groups revealed that students perceive teacher-student relationships through teacher verbalizations and teacher actions. These verbalizations and actions are either "Accepting/Available" or "Rejecting" which corroborated with the CATSB survey. Students identified "Accepting/Available" interactions as a caring relationship while "Rejecting" interactions were identified as uncaring relationships. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Pocquette, Jayne S., "Elementary students' perceptions of teacher-student relationships" (2016). Theses and Dissertations. 77.
Copyright 2016 Jayne S. Pocquette. All Rights Reserved.