The Effects of the Student-Teacher Relationship and Externalizing Behavior on Academic Achievement
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Research has shown that individuals with high externalizing can be critically affected by relationships with parents, peers, and teachers (Baker, Grant, & Morlock, 2008; Liew, Chen, & Hughes, 2010; Birch & Ladd, 1997). Therefore, a good student-teacher relationship can influence these vulnerable students in positive ways (higher academic achievement). The present study examines the relationship between the student-teacher relationship (conflict) and externalizing on academic achievement. Using the ECLS-K: 2011 data, (grades 1 st and 2 nd , N=18,174), the researcher found that there was a significant relationship between student teacher conflict and academic achievement, but externalizing behavior was found to not be a mediating variable in this relationship.