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Handbook of Research on Student Engagement pp 365–386Cite as

Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions

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Abstract

Classrooms are complex social systems, and student-teacher relationships and interactions are also complex, multicomponent systems. We posit that the nature and quality of relationship interactions between teachers and students are fundamental to understanding student engagement, can be assessed through standardized observation methods, and can be changed by providing teachers knowledge about developmental processes relevant for classroom interactions and personalized feedback/support about their interactive behaviors and cues. When these supports are provided to teachers’ interactions, student engagement increases. In this chapter, we focus on the theoretical and empirical links between interactions and engagement and present an approach to intervention designed to increase the quality of such interactions and, in turn, increase student engagement and, ultimately, learning and development. Recognizing general principles of development in complex systems, a theory of the classroom as a setting for development, and a theory of change specific to this social setting are the ultimate goals of this work. Engagement, in this context, is both an outcome in its own right and a mediator of impacts that teachers have on student outcomes through their interactions with children and youth. In light of this discussion, we offer suggestions or directions for further research in this area.

Preparation of this chapter was supported in part by the Wm. T. Grant Foundation, the Foundation for Child Development, and the Institute of Education Sciences.

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Authors and Affiliations

  1. Curry School of Education, University of Virginia, 400260, Charlottesville, VA, 22904-4260, USA

    Robert C. Pianta Ph.D.

  2. Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, VA, USA

    Bridget K. Hamre Ph.D.

  3. Department of Psychology, University of Virginia, Charlottesville, VA, USA

    Joseph P. Allen Ph.D.

Authors
  1. Robert C. Pianta Ph.D.
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  2. Bridget K. Hamre Ph.D.
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  3. Joseph P. Allen Ph.D.
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Correspondence to Robert C. Pianta Ph.D. .

Editor information

Editors and Affiliations

  1. Dept. Educational Psychology, University of Minnesota, E. River Road 56, Minneapolis, 55455, Minnesota, USA

    Sandra L. Christenson

  2. Dept. Educational Psychology &, Instructional Technology, University of Georgia, Aderhold Hall 325N, Athens, 30602, Georgia, USA

    Amy L. Reschly

  3. Educational Research, New Zealand Council for, Wellington, New Zealand

    Cathy Wylie

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Pianta, R.C., Hamre, B.K., Allen, J.P. (2012). Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_17

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