Abstract
Supportive relationships between children and teachers contribute to children's academic success and social-emotional development (e.g., self-efficacy). However, it is unclear how changes in these relationships might translate to changes in educational expectations. In this study, we used data from the National Longitudinal Study of Adolescent to Adult Health (Add Health; N = 20,745) to test how changes in relationship closeness relate to children's expectations for their future educational achievement, as well as how this association differs based on parental expectations, socioeconomic status, and academic aptitude. Cross-lagged regression models indicated that changes in teacher-child closeness positively relate to changes in child educational expectations; multi-group analyses reflect that this association is strongest for children whose parents hold low expectations and for those with lower levels of academic aptitude. We discuss implications for promoting positive academic and social-emotional development within school settings.
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