A Regression Tree Analysis of Factors Impacting Student-Teacher Relationship Quality for Children with Developmental Delay
| dc.contributor.advisor | McIntyre, Laura Lee | |
| dc.contributor.author | Cohenour, Jessica | |
| dc.date.accessioned | 2019-09-18T19:14:50Z | |
| dc.date.available | 2019-09-18T19:14:50Z | |
| dc.date.issued | 2019-09-18 | |
| dc.description.abstract | Student-teacher relationships (STRs) link to healthy development across behavioral, social, and emotional domains and promote healthy adjustment to educational environments and healthy attachments to educators. Previous research identifying variables impacting the quality of these relationships show that poor-quality relationships may be more pronounced for students with high-incidence disabilities. Within-child factors such as the presence and severity of internalizing and externalizing problem behavior, social skill proficiency, and academic competence contribute to challenges establishing high-quality relationships. Parental involvement contributes to within-child characteristics and the development of quality relationships as interactions with teachers may enhance or detract the degree of connection felt by teachers, particularly when children display problem behavior. Furthermore, within-teacher and classroom characteristics such as teacher’s level of education and years of experience combined with student-teacher ratios in classrooms and the presence of additional peers with developmental disabilities may compound with within-child and family variables to impact student-teacher relationship quality. The purpose of the current study was to investigate the unique predictive power of these variables of interest on student-teacher relationship quality scores from a widely-used metric of student-teacher relationship quality utilizing both a linear regression approach as well as a non-linear parametric approach, correlation and regression tree analysis (CART). Results from our linear analysis indicate teacher-reported social skill proficiency and externalizing problem behavior scores most significantly predict STR quality within this sample. Results from our regression tree analysis identify seven subgroups related to STR quality stemming from three significant predictor variables—teacher-reported externalizing behavior symptomology, social skill proficiency, and number of years of experience in the classroom. These findings align with previous research on factors influencing STR quality while enhancing our understanding of the manner in which they interact differently according to differentiation in child and teacher profiles. Based on this research, it is clear there is a continued need to develop intervention strategies that target multiple variables impacting the quality of student-teacher relationships versus isolating and targeting those which appear most influential according to linear approaches to complex, nuanced problems of social significance. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/24829 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | All Rights Reserved. | |
| dc.subject | problem behavior | en_US |
| dc.subject | regression tree | en_US |
| dc.subject | social skills | en_US |
| dc.subject | student-teacher relationships | en_US |
| dc.subject | teacher characteristics | en_US |
| dc.title | A Regression Tree Analysis of Factors Impacting Student-Teacher Relationship Quality for Children with Developmental Delay | |
| dc.type | Electronic Thesis or Dissertation | |
| thesis.degree.discipline | Department of Special Education and Clinical Sciences | |
| thesis.degree.grantor | University of Oregon | |
| thesis.degree.level | doctoral | |
| thesis.degree.name | Ph.D. |
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