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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Sofia Freire, Pipa, J., Aguiar, C., Silva, F. & Moreira, S. (2020). Student-teacher closeness and conflict in students with and without special educational needs. British Educational Research Journal. 46 (3), 480-499
Exportar Referência (IEEE) 
A. S. Freire et al.,  "Student-teacher closeness and conflict in students with and without special educational needs", in British Educational Research Journal, vol. 46, no. 3, pp. 480-499, 2020
Exportar BibTeX 
@article{freire2020_1713483621271,
	author = "Sofia Freire and Pipa, J. and Aguiar, C. and Silva, F. and Moreira, S.",
	title = "Student-teacher closeness and conflict in students with and without special educational needs",
	journal = "British Educational Research Journal",
	year = "2020",
	volume = "46",
	number = "3",
	doi = "10.1002/berj.3588",
	pages = "480-499",
	url = "https://onlinelibrary.wiley.com/doi/abs/10.1002/berj.3588"
}
Exportar RIS 
TY  - JOUR
TI  - Student-teacher closeness and conflict in students with and without special educational needs
T2  - British Educational Research Journal
VL  - 46
IS  - 3
AU  - Sofia Freire
AU  - Pipa, J.
AU  - Aguiar, C.
AU  - Silva, F.
AU  - Moreira, S.
PY  - 2020
SP  - 480-499
SN  - 0141-1926
DO  - 10.1002/berj.3588
UR  - https://onlinelibrary.wiley.com/doi/abs/10.1002/berj.3588
AB  - Teachers play a key role in creating effective conditions for students to succeed in school. The
quality of student-teacher relationships is consistently associated with social, emotional,
behavioural, and academic adjustment and it is even more relevant for students with special
educational needs (SEN), considering these students’ emotional, social, and learning
vulnerabilities. This study aimed to examine the associations between students’ externalizing
and internalizing behaviour, social skills, and academic performance, and teachers’ perceptions
of conflict and closeness in their relationships with students with and without SEN. Data
regarding 360 students of Year 3rd, Year 5th, and Year 7th grades (169 students with SEN) were collected. Teachers (n = 74) reported on student-teacher relationship and students’ social skills, behaviour problems, and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalizing problems were the strongest predictors of closeness and conflict. Internalizing problems and SEN status also
predicted decreased closeness, despite smaller effects. Taken together, findings support the
importance of professional development opportunities focusing on facilitating teachers’
relationships with students with perceived challenging behaviour.
ER  -