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Thesis

French

ID: <

http://hdl.handle.net/20.500.11794/70394

>

Where these data come from
Environmental contribution of the quality of the school-pupil relationship to primary school success: a study of the difference of monozygote twins

Abstract

The aim of this study was to examine the role of the quality of the teacher/pupil relationship in predicting school success and its trajectory at the end of primary school, while monitoring the possible genetic and environmental influences shared using the monozygote twin (MZ) difference method. The sample included 377 MZ twins from 195 families. The educational success and quality of the teacher/pupil relationship, which included the components of proximity and conflict, were evaluated in the fourth and sixth years. Educational success and quality of the teacher/pupil relationship in the third year as well as physical aggressiveness and inattention in the third year and gender have been included as control variables. The results suggest that the intra-pair difference in conflicts in the fourth year of teacher/pupil relationship makes it possible to predict the intra-pair difference in educational success in the sixth year. Moreover, the results show that conflicts in the teacher/pupil relationship as well as educational achievement are strongly influenced by genetic and environmental factors shared by twins, but that the association between conflict and educational success goes beyond these factors. Mechanisms that can contribute to associations between school success and the quality of the teacher/pupil relationship are discussed.

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