Teacher-student Relationship Quality Research Articles

Using moderated nonlinear factor models to adjust for differential item functioning in the Student-Teacher Relationship Scale from kindergarten to Grade 6

Prior research has demonstrated that children form developmentally salient relationships with teachers and that these relationships are uniquely predictive of subsequent functioning both in and outside of school. However, prior work estimating trajectories and predictors of teacher-student relationship quality has failed to test and adjust for bias in questionnaire items. The present study used longitudinal data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1140) to test and adjust for measurement bias in the Student-Teacher Relationship Scale (STRS; Pianta, 2001) across grades (K–6) and sociodemographic characteristics (i.e., birth sex, race/ethnicity, family income-to-needs ratio, and maternal education) to generate less biased estimates of trajectories of teacher-student relationship quality. Results identified differential item functioning for three of seven STRS items assessing conflict and three of eight STRS items assessing closeness, with items functioning differentially across child grade, birth sex, race/ethnicity, and maternal education level. Comparisons of growth models using non-adjusted and adjusted STRS scores highlight substantive differences between scoring approaches, such that the effects of race/ethnicity, maternal education, and maternal sensitivity on teacher-student relationship quality were masked prior to adjusting for item bias. These findings demonstrate the importance of testing and correcting for item bias in questionnaire-based assessments of teacher-student relationship quality to ensure valid conclusions.

Investigating the interplay of student-teacher relationships, general anxiety, and school adjustment among Italian primary school children

ABSTRACT School adjustment is an important factor in children’s, and research attributes an important role to the quality of the teacher-student relationship in predicting more favourable school adjustment. The purpose of this study is to expand our knowledge of the relationship between teacher-student relationship quality and school adjustment (academic achievement, peer social preference, and problem behaviour) by examining the possible mediating role of general anxiety. We recruited a sample of 1135 Italian primary school students (51.6% girls, aged 6 ~ 10 years, M = 7.7; SD = 0.99) and their teachers who completed an anonymous questionnaire. Results showed that a close teacher-student relationship was significantly and negatively associated with problem behaviours and positively associated with peer social status and academic achievement. Conversely, our data showed that a high-conflict teacher-student relationship was significantly and positively associated with problematic behaviours and negatively associated with peer academic achievement and social status. Our data also suggested a mediating role of general anxiety in explaining the association between a conflictual relationship with the teacher and measures of academic achievement. In this sense, a high-conflict relationship tends to be associated with high levels of general anxiety, which in turn is associated with more in problematic behaviour and worse peer social status and academic achievement.

Which aspects of education are health protective? a life course examination of early education and adulthood cardiometabolic health in the 30-year study of early child care and Youth Development (SECCYD)

BackgroundPast research describes robust associations between education and health, yet findings have generally been limited to the examination of education as the number of years of education or educational attainment. Little is known about the specific features or processes underpinning education that are health protective. The objective of the current study was to address this gap by examining specific aspects of early education pertaining to student characteristics and experiences, as well as features of the classroom environment, in predicting cardiometabolic health in adulthood.MethodsSubjects were 1364 participants in the NICHD Study of Early Child Care and Youth Development (SECCYD, 1991–2009) and recent SECCYD 30-year follow-up, the Study of Health in Early and Adult Life (SHINE, 2018–2022). Models examined individual education indicators (student social skills, student-teacher relationship quality, and classroom emotional and instructional quality in the period of elementary school and student academic performance between ages 54 months and 15 years) in relation to a composite of cardiometabolic risk in adulthood (ages 26–31), reflecting central adiposity, blood pressure, insulin resistance, inflammation, and dyslipidemia. Models were adjusted for key explanatory factors including socio-demographics, infant characteristics, parental socioeconomic status (SES), and child health status. Follow-up analyses were performed to test potential mediators of early education effects on adult health, including adult SES (educational attainment, household income) and health behaviors (diet quality, activity level, sleep duration, smoking).ResultsIn adjusted models, results showed greater student social skills, indexed by a mean of annual teacher ratings between kindergarten and 6th grade, predicted lower cardiometabolic risk in adulthood (β=-0.009, p <.05). In follow-up analyses, results showed the protective effect of student social skills on cardiometabolic risk may be mediated by adult income (β=-0.0014, p <.05) and diet quality (β=-0.0031, p <.05). Effects of the other early education indicators were non-significant (ps > 0.05).ConclusionsFindings point to the potential significance of early student social competence as a link to long-term health, possibly via the acquisition of resources needed for the maintenance of health, as well as through engagement in health behaviors supporting healthy eating. However, more research is needed to replicate these findings and to elaborate on the role of early student social competence and the pathways explaining its effects on cardiometabolic health in adulthood.

Measurement invariance of the inventory of teacher-student relationships among middle and high school students.

Teacher-student relationship quality (TSRQ) predicts academic motivation (Wentzel, 1997), school engagement, and academic achievement (Hughes, 2011). However, TSRQ appears to differ across demographics. For example, boys and racially/ethnically minoritized students consistently have poorer relationships with their teachers than girls and White students (Koomen & Jellesma, 2015; Murray et al., 2008). Ensuring that TSRQ is consistently conceptualized across individuals will allow demographic differences on TSRQ to be compared. The present study aims to further validate a survey instrument used to measure TSRQ, called the Inventory of Teacher-Student Relationships (IT-SR; Murray & Zvoch, 2011). Participants included 3,541 middle and high school students in a large school district in the Southeastern United States. The results of the study confirmed the hypothesized three-factor structure of the instrument. The instrument demonstrated configural, metric, and scalar invariance across race/ethnicity (Black/African American, White, Hispanic/Latinx, and multiracial) and partial metric and scalar invariance across gender (boys and girls) and school level (middle school and high school). Significant latent mean differences were found, where boys, Black/African American students, Hispanic/Latinx students, and high school students reported lower scores on various factors on the IT-SR compared to girls, White students, multiracial students, and middle school students, respectively. Results support future research and applied use of the IT-SR with middle and high school students. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The influence of student language and student-teacher relationships on student-specific teacher self-efficacy in early childhood

ABSTRACT Teacher self-efficacy (TSE) changes according to context. Limited research has been conducted to understand how TSE can vary in relation to student characteristics or the student-teacher relationship (STR) in preschool. The aims of the current study were to 1) examine student-specific TSE variability among monolingual English-speaking and Spanish-speaking dual language learners (DLLs) and 2) examine the extent to which STR quality moderates the relationship between student language and student-specific TSE. Results demonstrated that when controlling for closeness in the STR, teachers felt higher levels of student-specific TSE in the domains of instructional support and student engagement for English-speaking students versus DLLs. However, teachers reported equal levels of student-specific TSE in the domains of behavior management and emotional support irrespective of student language. Secondly, STR quality did not significantly moderate relationships between language and student-specific TSE. Limitations and future research directions are discussed.

A reciprocal association between interpersonal relationship quality and student's positive affect: Athree-wave random intercept cross-lagged study in a Chinese primary mathematics learning context.

This study adopted a three-wave random intercept cross-lagged panel model to explore the longitudinal reciprocal relationships between (a) the teacher-student relationship (TSR) quality and (b) the parent-child relationship (PCR) quality and positive affect among Chinese primary school students. Two primary school student samples, including 3505 and 2505 students, were tracked with their perceived relationship quality with math teachers and parents and their positive affect levels in mathematics learning over three academic years. The results demonstrated that more closeness with parents could significantly predict students' subsequent higher level of positive affect in mathematics learning. However, more closeness with their math teachers did not show significant prediction. Meanwhile, more conflict with math teachers and parents could significantly predict their subsequent lower degree of perceived positive affect in mathematics learning. That is, a reciprocal association lines in the PCR quality and positive affect, whereas only a unidirectional association exists between the TSR and positive affect. The predictions of the experienced positive affect on their perceived interpersonal relationships with math teachers and parents were stronger than those in the reverse association. This study identifies that while the effects of closeness with math teachers and parents on positive affect in students' math learning differ, conflict with math teachers and parents indeed harms students' experienced positive affect in math learning. More attention should also be paid to fostering positive affect in math learning.

Measuring teacher-student relationships in adolescence: A systematic, cross-cultural review

ABSTRACT The quality of teacher-student relationships (TSRs) has been shown to predict various academic and social, emotional, and behavioral outcomes for adolescent students and is also one of the most important aspects of teacher wellbeing. Therefore, measures of TSRs are essential for schools as they provide insight into the quality of these relationships. Many theoretical frameworks have been used to explain the importance of TSRs, yet conceptualizations of TSRs in the literature have narrowly focused on Western cultures. Thus, the purpose of this study was to explore the varied conceptualizations of TSRs across cultures by examining the items across student and teacher-reported measures of adolescent TSRs. A review of the literature identified 25 rating scale measures of TSRs that had been specifically developed and validated for use with adolescents across Asia, Europe, and North America. Thematic analysis suggested six major themes that are relevant to adolescent TSRs: positive teaching qualities; negative interpersonal interactions; classroom management; instructional methods; positive student qualities, and classroom climate. How these themes were conceptualized, however, varied by geographic region.

Teachers’ attachment moderates links between students’ internalizing and externalizing problems, teacher-student relationships, and students’ school-related attitudes

ABSTRACT Background Teacher-student relationships contribute to students’ well-being, school adjustment, and achievements. Only a handful of studies have focused on the contribution of teacher characteristics to teacher-student relationships. Method Thirty-one 1st–3rd-grade teachers and 212 of their students participated in the study. We assessed teachers’ self-reports of attachment orientations (avoidance, anxiety), perceived student problems (internalizing and externalizing problems, and perceived quality of teacher-student relationships (closeness, conflict) as well as students’ reports of school attitudes (school liking and avoidance). Results First, students’ internalizing and externalizing problems were significantly linked to teacher-student relationships and students’ school attitudes. Furthermore, regardless of teachers’ attachment, higher externalizing problems were linked to higher teacher-student conflict. Second, regardless of students’ problems, higher teachers’ avoidance was linked to higher teacher-student conflict, to higher students’ school liking and lower students’ school avoidance. Third, teachers high in attachment anxiety coupled with children high in internalization showed better results in terms of teacher-student relationships and children’s school attitudes compared to other combinations of teacher attachment and student problems. Discussion Teachers’ attachment avoidance is associated with teacher-student relationships and children’s school liking and avoidance among children. Furthermore, compatible teacher-student emotional styles seem to improve teacher-student relationships and students’ school-related attitudes.

Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence

IntroductionThis study delves into the intricate synergy between teacher mindfulness and the quality of teacher-student relationships, with a specific and deliberate focus on the mediating influence of emotional intelligence. The way teachers engage with their students not only impacts the learning outcomes but also contributes significantly to the overall classroom atmosphere. Understanding the underlying mechanisms that drive these relationships is crucial for educators and policymakers alike. This research seeks to shed light on these critical dynamics.MethodsTo investigate this multifaceted interplay, a participant pool of 369 Chinese English teachers was assembled. The research employed a comprehensive approach to data collection, utilizing self-report questionnaires completed by the instructors. Structural equation modeling, a robust statistical technique, was employed to rigorously analyze the collected data.ResultsThe data analysis unveiled a robust and direct association between teacher mindfulness and the quality of teacher-student relationships. Beyond this primary link, a noteworthy revelation emerged: emotional intelligence, as measured through our analysis, was identified as a pivotal mediating factor in this relationship. This finding highlights the intricate web of emotions, awareness, and interpersonal interactions that underpin effective teaching and positive teacher-student relationships.DiscussionThese significant findings underscore the critical roles of teacher mindfulness and emotional intelligence in shaping the educational landscape. The implications of this study reach far beyond academia, extending to the development of tailored educational interventions and support strategies.

EXPLORING PEDAGOGIES OF AFFECT IN SECONDARY SCHOOL PHYSICAL EDUCATION FOR ENHANCED EMOTIONAL WELL-BEING

This paper aims to comprehensively analyze the pedagogies of affect in secondary school physical education, with a specific focus on their role in promoting students' emotional well-being. It addresses existing gaps in the literature by integrating Self-Determination Theory (SDT), examining teacher awareness and motivation, promoting a holistic concept of health, considering the Indonesia educational context, and utilizing a pragmatic mixed methods approach. A literature study approach is employed. The findings reveal that teacher engagement in pedagogies of affect significantly influences students' emotional well-being. Need-supportive teaching behaviors directly impact affective learning outcomes, emphasizing the importance of autonomy, relatedness, and intrinsic motivation. Teachers' self-awareness and the quality of teacher-student relationships play pivotal roles in shaping emotional experiences in physical education. This research contributes novel insights into the field, offering a comprehensive framework for promoting emotional well-being in physical education. It highlights the transformative potential of education in nurturing not only the bodies but also the hearts and minds of young individuals in the pursuit of overall well-being.

Supporting teachers to actively respond to bullying and to build positive relationships with their students: effects of the T-SUPPORT training.

Despite the central role that teachers can have in preventing and reducing bullying, they often feel insecure about how to deal with bullying. This study evaluated a short teacher training - called the Teachers SUPporting POsitive RelaTionships (T-SUPPORT) training - that aims to reduce bullying by supporting teachers in building positive teacher-student relationships and in actively dealing with bullying. The aim of the current study was to investigate whether the T-SUPPORT training resulted in higher quality teacher-student relationships, and more active and less passive responses to bullying incidents, and whether these improvements in turn resulted in lower levels of bullying victimization. In a Randomized Controlled Trial 10 Belgian primary schools were randomly assigned to an intervention or control condition. The Grades 4-6 teachers of the five schools in the intervention condition received the three-session school-based training; control teachers received no intervention. Grade 4-6 students (N = 964; 55 classrooms) in these schools completed questionnaires at pre- and post-test. In contrast to the hypotheses, results of the two-level linear mixed model analyses revealed no significant effect of the training on teacher-student relationship quality, teachers' responses to bullying and bullying victimization. Yet, higher quality teacher-student relationships and more active teacher responses to bullying were significantly associated with less bullying victimization, whereas more passive responses were linked with more victimization. The latter findings are in line with theorizing and research on the role that teachers can play in reducing bullying.

Relations between teacher–student relationship quality, emotional engagement, and writing performance

Based on the self-determination theory, the current study took a multilevel structural equation modeling approach to explore the relations between teacher–student relationship quality (TSRQ), students’ emotional engagement in English as a foreign language (EFL) lessons and writing performance. Furthermore, gender and socioeconomic status (SES) differences were examined in relation to the three constructs. The sample comprised of 952 students from 67 French secondary schools. The results indicated that TSRQ was positively related to students’ emotional engagement at both the student and school levels, although the link between TSRQ and students’ writing performance was non-significant at both levels. The positive association between emotional engagement in EFL lessons and writing performance was significant at the student level but non-significant at the school level. In addition, female students were more likely to perform better in writing than their male counterparts. The positive associations between SES and writing performance were significant at both the student and school levels.

Relation between fluid intelligence and mathematics and reading comprehension achievements: The moderating role of student teacher relationships and school bonding.

Several studies have shown the relevance among students of the quality of their interpersonal relationships for their academic achievement. Nevertheless, most studies available have explored the relation between the cognitive functioning and academic achievement without taking into account the quality of the relationships experienced in the school environment. Furthermore, the studies that have begun to consider the joint role of these factors in the prediction of academic achievement are scant. Therefore, it appears of relevance to deepen the relation between cognitive functioning and quality of school relationships in order to support students' academic achievement and the potential of youth. In this paper, we examined the moderating role of the quality of student-teacher relationships and school bonding (STR-SB) in the associations of fluid intelligence (Gf) with academic achievement among adolescents (N = 219). A multiple-group structural equation modelling analysis revealed that STR-SB quality moderated unexpectedly only the link between Gf and mathematics. The findings support the idea that the quality of student-teacher relationships may be a relevant dimension to be considered to clarify the association between cognitive functioning and academic achievement.

The association between working memory, teacher-student relationship, and academic performance in primary school children.

Early relationships with teachers play an important role in children's development and significantly influence students' cognitive and academic performance. Studies suggest that working memory (WM) is a strong predictor of academic achievement, especially of reading and arithmetic outcomes. The associations between teacher-student relationship (TSR) quality, children's WM skills and their academic performance have been reported in numerous observational studies. However, the potentially bidirectional and temporal nature of the relationships between these constructs is understudied. The purpose of this study was to investigate the relationships between primary school children's WM and TSR by applying a cross-lagged design and measuring these constructs at three time points throughout the academic year. More exploratively, this study investigated how WM and TSR bidirectionally relate to children's academic performance. The findings of this study revealed a temporal relationship between WM and TSR: between WM-related problems in the classroom at baseline and conflict at 3-month follow-up, and between closeness at 3-month follow-up and WM-related problems in the classroom at 5-month follow-up. Moreover, the findings showed a bidirectional relationship between arithmetic performance and WM-related problematic behaviour. This study highlights that relationships between the teacher and students play an important role in supporting students' cognitive and academic development. Importantly, this study suggests that children with WM problems may benefit from interventions that focus on improving their relationships with teachers. Additionally, the findings propose that interventions targeting WM may also have positive effects on children's academic performance.

Middle School Staff’s Perspectives on the Impact of the Olweus Bullying Prevention Program on Interpersonal Relationships

The current study used thematic analysis to examine school staff perspectives on the impact of the Olweus Bullying Prevention Program (OBPP) on school climate in terms of the quality of student-student and student-teacher relationships in two low-income, urban middle schools in the United States. Data were collected using focus groups and interviews. Participants included teachers ( n = 26), administrators ( n = 8), and Bullying Prevention Coordination Committee members (BPCCs; n = 8). Results indicated that providing explicit instruction about bullying, nurturing student-teacher trust by effectively addressing student concerns, and providing consistent opportunities for informal, collaborative engagement facilitated positive school-based interpersonal relationships and behavioral change. Implications for policy and intervention development are discussed.

Longitudinal reciprocal associations between student–teacher relationship quality and verbal and relational bullying victimization

Teachers have a major impact on students’ social cognition and behaviors, and previous research has found that students who have positive relationships with their teachers tend to be less bullied by their peers. However, this line of research is limited in that it has been (a) Dominated by cross-sectional studies and (b) Treated bullying victimization as a global construct without differentiating among its different forms (i.e., verbal, physical, and relational). The links might be reciprocal but further studies are needed to investigate the directionality. Therefore, this study aimed to examine the longitudinal associations between student–teacher relationship quality and two forms of bullying victimization, namely verbal and relational victimization. Three waves of data from 1885 Swedish fourth- through sixth-grade students were analyzed with cross-lagged panel models. The findings showed that the student–teacher relationship quality predicted and was predicted by verbal and relational victimization. Our findings thus underscore the importance of striving for caring, warm, supportive, and respectful student–teacher relationships as a component of schools’ prevention efforts.

A cross-cultural comparison of teacher-student relationship quality in Chinese and Italian teachers and students

Studies comparing teacher-student relationships between Eastern and Western countries are relatively rare. This study compared the affective qualities of teacher-student relationships between Eastern (i.e., China) and Western (i.e., Italy) countries to explore the measurement invariance, latent mean differences, and cultural differences in reporters' (teachers and students) agreement levels. An Italian sample of 31 teachers and 1647 students (46.9% girls; ages 9–14 years) and a Chinese sample of 28 teachers and 1474 students (44% girls; ages 9–14 years) reported on their perceptions of closeness and conflict in the teacher-student relationship. Measures of both student-perceived and teacher-perceived relationships achieved (partial) scalar invariance between the two cultures in the full sample, elementary school subsamples, and junior high school subsamples. Compared to their Chinese peers, the Italian junior high school students reported lower levels of conflict with their teachers, but there was no difference in closeness level. In addition, there was no difference in reporters' agreement across China and Italy in the full sample and in the junior high school subsample, whereas the Italian reporters' agreement on conflict was higher in the elementary school subsample.

The Cultural Humility Scale for Students: Development and initial validation among adolescents

Designed for middle and high school students to rate the cultural humility levels among their teachers, this two-study article reports on the development and initial validation of the Cultural Humility Scale for Students (CHS-S), which was adapted from the original Cultural Humility Scale used in psychotherapy. Having cultural humility may facilitate positive teacher-student relationships by preventing or responding to cultural differences when they occur. Study 1 validated the scale's use with a sample of middle school students (N = 1522). Exploratory and confirmatory factor analyses supported a two-factor structure (positive factor and negative factor) with 11 total items. Scalar measurement invariance was supported for gender comparisons. Partial scalar models were supported for race/ethnicity and grade comparisons. Compared with boys, girls reported that their teachers displayed significantly higher levels of positive cultural humility (estimate = 0.19, Cohen's d = 0.16, p = .005). Study 2 extended this work to examine high school students (N = 1612) and provided evidence that teacher cultural humility was predictive of teacher-student relationship quality (TSRQ). Results indicated that Black students who rated their teachers as having high cultural humility also reported having significantly more trust in their teachers compared to their White peers (p < .001). In terms of gender, boys who rated their teachers as having lower cultural humility had significantly less trust in their teachers and felt more alienated from their teachers compared to girls (p < .001). Results provide initial evidence that the CHS-S may be a reliable and valid instrument for measuring middle and high school students' perceptions regarding their teachers' cultural humility. Additionally, results suggest that perceived teacher cultural humility is significantly associated with TSRQ (p-values ranged from 0.05 to 0.001 in the areas of Trust, Communication, and Alienation) and could be used to complement evaluations of school climate. Limitations and future directions for research and practice are discussed.

Impact of Emotional Intelligence on Teacher's Performance in Higher Education Institutions in Pakistan

This study examines how emotional intelligence affects higher education teachers in Pakistan. Emotional intelligence shapes teacher-student relationships and classroom dynamics. The quantitative descriptive research design was adopted for the study. The respondents were 350 teachers from higher education institutions. The data were collected through a questionnaire to determine how emotional intelligence affects classroom management, communication, and teacher-student relationships. The data were analyzed by applying Pearson correlation and Regression Analysis. The findings reveal significant positive correlations between emotional intelligence and classroom management practices (r = 0.62) and effective communication skills (r = 0.68). Additionally, there is a moderate to strong positive correlation (r = 0.68) between emotional intelligence and teacher-student relationships. The regression analysis confirms emotional intelligence significantly predicts the quality of teacher-student relationships (β = 0.50, p &lt; 0.001). The findings emphasize the relevance of emotional intelligence in higher education teachers to increase performance and provide a more supportive learning environment. Emotional intelligence training in teacher education and professional development can improve Pakistani education.

The student-teacher relationship and ADHD symptomatology: A meta-analysis

Children with attention-deficit/hyperactivity disorder (ADHD) typically experience significant academic and social impairments, including problem behaviors in the classroom. Existing research suggests students who present with ADHD symptoms are more likely to have relationships with their teachers that are low in closeness and high in conflict. However, research about the quality of relationships between teachers and students with ADHD symptoms remains quantitatively un-synthesized. The present meta-analysis quantitatively describes the overall quality of student-teacher relationships for children who present with ADHD symptoms according to the relational dimensions of closeness and conflict. Database searches of PsycInfo, ERIC, and ProQuest (theses and dissertations) were conducted to collect a sample of 27 quantitative studies for statistical analyses. A total of 47 effect sizes (N = 17,236) were included in the analyses. Results confirm the trends seen in the literature. Children with symptoms of ADHD tended to have relationships with their teachers that were low in closeness (r = −0.170) and high in conflict (r = 0.414). Additionally, eight moderator analyses were conducted (i.e., grade level, informant types, informant consistency, sample type, reported comorbidity, gender, and ADHD presentation) to assess their effect on the link between ADHD symptoms and student-teacher relationship quality. The results of this meta-analysis provide insight into the quality of relationships that students who exhibit ADHD symptoms form with their teachers also may inform intervention programs that aim to best support students.