The association of Working Alliance and Classroom Adjustment for Students with Emotional and Behavioral Disorders

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dc.contributor.advisorMurray, Christopher
dc.contributor.authorKnowles, Christen
dc.date.accessioned2018-04-10T15:01:35Z
dc.date.available2018-04-10T15:01:35Z
dc.date.issued2018-04-10
dc.description.abstractTeacher-student relationships can influence the academic, social, and behavioral adjustment of children and youth. Students with emotional/behavioral disorders (EBD) experience poor quality relationships with teachers. The current study explores the importance of working alliance (i.e., agreement on tasks and goals, bond) among teachers and their students. Seventy-six teacher-student dyads completed measures of classroom working alliance, perceptions of the student-teacher relationship, student engagement, and student behavior (i.e., externalizing and internalizing behavior). Findings indicated that (a) students and teachers have weak agreement about the quality of their alliance, (b) working alliance was associated with student engagement, and (c) students’ externalizing symptomology predicted teacher ratings of alliance. Interpretation of these findings, study limitations, and suggestions for future research and practice are discussed.en_US
dc.identifier.urihttps://hdl.handle.net/1794/23128
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectChallenging behavioren_US
dc.subjectClassroom working allianceen_US
dc.subjectEmotional/behavioral disorderen_US
dc.subjectEmotional disturbanceen_US
dc.subjectTeacher-student relationshipsen_US
dc.titleThe association of Working Alliance and Classroom Adjustment for Students with Emotional and Behavioral Disorders
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Special Education and Clinical Sciences
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.nameD.Ed.

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