Student-Teacher Relationship Scale Research Articles

The mediating role of cognitive flexibility in home-school co-education and psychological well-being among Chinese vocational college students.

This study examines the mediating role of cognitive flexibility in the relationship between home-school co-education (H-SCE) and depressive symptom among vocational college students in urban and rural areas of China. Utilizing the Theory of Overlapping Spheres of Influence, this research explores how H-SCE influences depressive symptom, considering cognitive flexibility as a key mediating factor. The study utilized established scales, including the Inventory of Parent and Peer Attachment (IPPA) for parent-child relationships, the Student-Teacher Relationship Scale (STRS), the Cognitive Flexibility Inventory (CFI), and the Center for Epidemiologic Studies Depression Scale (CES-D10). A total of 1090 valid questionnaires were analyzed, revealing a significant negative correlation between H-SCE and depressive symptom. Cognitive flexibility was found to partially mediate this relationship, suggesting that enhanced cognitive adaptability, fostered through effective H-SCE, can reduce depressive symptom by helping students better cope with stressors. These findings underscore the importance of fostering strong collaboration between families and schools to enhance cognitive resilience and mitigate psychological challenges faced by vocational students, providing a foundation for targeted interventions to promote mental well-being.

Child-Directed Healing Play and student–teacher relationships. Evaluating a promising practice among primary-aged children in Zimbabwe

This mixed methods study evaluates the effectiveness of Child-Directed Healing Play (CDHP) in improving student–teacher relationships in 7 Private Primary Schools in Zimbabwe. Adverse Childhood Experiences (ACEs) questionnaires were administered to 31 trained teachers. Sixty-two children (22 girls and 40 boys) aged between 3 and 12, from ECD to Grade 7 were screened using the Youth Outcome Questionnaires (YOQ) completed by parents. Thirty-one children were assigned into intervention group (IG) and 31 in control group (CG). Quantitative data were gathered at two points in time: prior to the intervention (pre-test) and after the completion of the intervention (post-test) using the Student-Teacher Relationship Scale (STRS) Short Form. Qualitative data were collected using CDHP Session Evaluation Forms. Results showed that 32 % of teachers had 0 ACEs while 40 % had 1 to 2 and 28 % had 3–5 ACEs. The p-values for the “Closeness” and “Conflict” variables were 0.05355 and 0.1378 respectively, indicating the intervention may have improved the “Closeness” and reduced the “Conflict” in the relationships, although the results did not reach statistical significance. Qualitative findings reveal the effectiveness of CDHP in improving closeness through establishment of therapeutic relationships characterised by increased openness, trust, emotional regulation and mutual understanding. The improved closeness between the teacher and student is reflective of the intervention’s potential to be both curative and preventive (resilience-building).

College Students’ Preference and Information Comprehension of Different Forms of Diabetes Education Materials Under Different Reading Scenarios

ABSTRACT Background There is a lack of research on diabetes education for healthy college students. Purpose To examine the effect of three different forms of diabetes education materials on college students’ information comprehension under focused and fragmented reading scenarios. Methods A total of 300 college students divided into six groups were enrolled in this study with a response rate of 91.45%, with each group representing different reading scenarios with different forms of education materials (text, icon, and illustration). A questionnaire survey was conducted to assess the understanding (information perception and memory retention) of participants. Results There was similar influence of different forms of education materials on college students’ perception and memory retention in the context of focused reading. In contrast, under the fragmented reading scenario, materials with illustrations were the most effective. Discussion The form of education materials is crucial for information comprehension of college students in the scenario of fragmented reading rather than focused reading. Translation to Health Education Practice It is necessary to design visually appealing health education materials to promote diabetes education among college students.

Teacher-Preschool Student Relationships and Their Associations with Child Mental Health Problems

ABSTRACT Background In low- and middle-income countries, despite increasing early childhood education opportunities, research on quality and monitoring systems remains limited. This includes a lack of validated tools for assessing teacher-student relationships, which are crucial for child development but often characterized by conflict and low closeness in poor settings. Purpose This study aims to validate the Student-Teacher Relationship Scale – Short Form (STRS-SF) in Brazilian preschools and examine its correlation with socioemotional development and mental health symptoms in children aged 4 to 5. Methods Conducted in public preschools in Embu das Artes, the study involved 489 children and used the STRS-SF to assess teacher-student relationships and their impact on children’s emotional and behavioral symptoms through univariate logistic regression analysis. Results Confirmatory factor analysis confirmed the scale’s construct validity for the “closeness” and “conflict” dimensions, with factor loadings over 0.40. Significant associations were found between the conflict dimension and externalizing symptoms and delays in socioemotional development among preschoolers. Discussion The findings validate the STRS-SF as an effective tool for evaluating teacher-student relationships in early education settings. Translation to Health Education Practice Regular assessment of teacher-student relationships is essential for early detection and intervention in developmental delays, mental health issues, and social performance challenges.

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.

Factors Influencing Peer Victimization from the Perspective of Home-School Partnership: A Moderated Mediation Model

This study aims to explore the overlapping influences of the home and school on peer victimization in adolescents under the notion of home-school partnership and to investigate how the parent-child relationship, teacher-student relationship, teenage depressive symptoms are related to peer victimization by constructing a moderated mediation model. It surveyed 1,710 students in 5-8 grades, using the Inventory of Parent and Peer Attachment, Student-Teacher Relationship Scale (brief version), Multidimensional Peer Victimization Scale, and Center for Epidemiologic Studies Depression Scale (brief version). Research findings show that the parent-child relationship had a direct impact on peer victimization and indirectly affected peer victimization via the mediation of teenage depressive symptoms; and that teacher-student relationships had moderating effects on the three paths in the mediation model, playing roles in enhancing the protection effect of the parent-child relationship against peer victimization, weakening the possible impact of the parent-child relationship on teenager depression, and alleviating the predictive effect of depressive symptoms on peer victimization. The research suggests that home-school partnership is a viable avenue for the prevention of school bullying.

Relationships between teacher–child relationships, resilience, and emotional competence: an empirical study of left-behind children in regional China

ABSTRACT This study aims to examine the relationships between teacher-child relationships, resilience, and emotional competence with an initial sample of 881 (filtered to 739) Chinese young children in a rural region in Guangdong Province, China. They were measured by using Student-Teacher Relationship Scale (STRS), Children’s emotional competence scale (CECS), and Devereux Early Childhood Assessment for Preschoolers Second Edition (DECA-P2). The results indicated that: (1) teacher–child relationships positively predict resilience and emotional competence in children, including left-behind children; (2) emotional competence positively predict resilience in children, including left-behind children; (3) no different patterns found between left-behind children and other children on their psychological traits in the study. This study would enhance both parents and early childhood teachers’ understandings of the key factors that affect children’s wellbeing and social development, and thus implement appropriate strategies for supporting left-behind children.

Interpersonal relationships and suicidal ideation among Chinese youths: A network analysis

BackgroundSuicidal ideation is a noteworthy health problem that requires further study in the field of interpersonal relationships. The main scope of relationships include family, teachers, peers, and the Internet. However, few studies have considered the effects of interpersonal interactions. Based on the Interpersonal Theory of Suicide, this study explores the relation between different interpersonal relationships and suicidal ideation. MethodsA network analysis approach was used to test the relationships. Cross-sectional data (N = 1694; 52.1 % boys; Mage = 11.86 years, SD = 1.59) were collected from primary and secondary students in October–November 2022. Participants completed a survey including demographic part and questionnaires: Positive and Negative Suicide Ideation Inventory (PANSI), Interpersonal Needs Questionnaire (INQ), Family Adaptability and Cohesion Evaluation Scale (FACES II), Inventory of Parent and Peer Attachment (IPPA), Student-Teacher Relationship Scale (STRS) and Facebook Intensity Scale (FIS). ResultsAll variables showed a significant correlation in this inferred network. Family, teacher-student, and peer relationships are protective against suicidal ideation. The closeness of the teacher-student relationship showed the highest strength centrality. However, online interpersonal relationship is a risk factor for suicide. Thwarted belongingness and perceived burdensomeness are proximal factors of suicidal ideation that influenced all interpersonal relationships. LimitationsThe network analysis as a data-driven and exploratory method may be limited to provide exact cause and effect relationship. ConclusionsThis study shows that teacher-student connections may be more important than other relationships of young people. Improper peer and online interpersonal relationship could be risky for suicide. Further studies are needed to examine the role of these relationships elaborately.

Effect of Banking Time Intervention on Child-Teacher Relationships and Problem Behaviors in China: A Multiple Baseline Design.

A positive child-teacher relationship is a crucial means of addressing problem behaviors in young children. In recent years, there has been an increase in factors triggering problem behaviors in young children. It is particularly important to employ universally applicable and scientifically effective strategies to improve child behavior. Banking Time, as an emerging variant of play therapy, aims to enhance child behavior by establishing an intimate child-teacher relationship. This study conducted a multiple-baseline experiment involving eight four-year-old children and their teachers from China, exploring the effectiveness of Banking Time in enhancing child-teacher relationships and subsequently improving child behavior from dual perspectives, utilizing tools such as the Student-Teacher Relationship Scale and Conners' Comprehensive Behavior Rating Scales-Teacher Assessment Report. Visual analysis and statistical analysis results indicate a strong positive impact of Banking Time on child-teacher relationships and a slight inhibitory effect on child problem behaviors. The implementation of Banking Time provides valuable insights into specific paths and strategies for promoting teachers' professional development.

Teachers’ attitudes toward physical appearance of middle school students and students’ academic achievement: the mediating role of student-teacher relationship

ABSTRACT The influence of a positive relationship with the teacher on students’ academic achievement is well established in the literature. However, little is known about how teachers’ sentiments regarding students’ physical appearance may influence this relationship. The purpose of this study was to examine the possible relationships between teacher feelings and emotions, the teacher-student relationship, and student academic achievement and the mediating role of the student-teacher relationship between teacher's sentiments and students’ achievement. The sample consisted of 40 teachers and 566 students. The NRC Emotion Lexicon, the Student-Teacher Relationship Scale and self-reported GPA data were collected. A mediation analysis with a multicategorical antecedent was conducted. Results shows that the student teacher relationship played a mediating role between teacher's sentiments and student performance. The results illustrate the influence of teacher emotions on student achievement and provide teachers and researchers with a comprehensive knowledge of the effects of emotions on the student-teacher relationship.

Concurrent Triangulation Study on the Impact of Teacher’s Attunement and Academic Leniency to the Career Success of the Psychology Students

Aim: The researcher has decided to pursue a study to look at the possible impact of teachers’ attunement and academic leniency to the career success of their learners’ career success. At the present situation where people are placed in the same boat gliding in the crisis, it must be difficult to build relationships especially in a virtual classroom where teachers no longer meet with the students face-to-face. Possibility of getting to know each student and establishing rapport may turn out to be not only hard but nearly impossible. Methodology: This research design engages a single study which includes qualitative and quantitative data collection done at the same time. The rationale behind this study is to scrutinize the findings generated by each method through the evidence that came from both type of data collection (Andrew & Halcomb, 2009). It is characterized by two or more methods which is used to sanction, cross-check, or substantiate findings within a study. Results: Result shows that there is a significant difference in the Student Teacher Relationship Scale (STRS) score to the job affiliation which means that the setting of work has something to do with the closeness of former student to the teachers. Results revealed that among all the demographic profile of the respondents, there was no significant difference to the Career Resource Questionnaire (CRQ) Score. Conclusion: In terms of the impact of teachers’ attunement and academic leniency in the career success of the students, they have disclosed the following details. It appears that some students find confidence in their job because of the teacher who understood their needs when they were studying. Some of the respondents claimed that they lack the learned skills they should have learned during the time when they were studying because they did not take it seriously and they only pass out mercy. There are students who shows great respect, gratefulness, and admiration to the teachers who gave them a chance by passing them despite their poor performance. For others, the impact is on the fear of work criticism because they are not competent enough to do their work. There are respondents who just want to pay forward their professors by doing something good to others because they were shown great kindness. On the contrary, there are students who lack their self-esteem because they are not confident with their skills. And finally, there are those who show high appreciation of the subject after almost failing it because they now understand the value.

Achievement Motivation among Students in Indonesia: What is the Role of Teacher-Student Relations, Peer Relations and Moderation of Collectivist Culture?

Although there is much research related to students' achievement motivation, there is still very little research involving social relations at schools and the role of culture in these studies. This research analyses the relationship between teacher-student relations, peer relations, and achievement motivation, as well as whether collectivist culture moderates the relationship between teacher-student and peer relations on achievement motivation. Data was collected using a questionnaire adapted from the Student Teacher Relationship Scale (STRS), the Quality of Relationships Inventory (QRI) Scale, the Individualism-Collectivism Scale (ICS), and an achievement motivation scale. Data analysis used multiple regression analysis and the F. Hayes moderation test. An unexpected finding from this research is that the collectivist culture does not significantly moderate the relationship between teacher-student relations and achievement motivation; the collectivist culture does not significantly moderate the relationship between peer relations and achievement motivation, even though collectivist culture should have a strengthening effect on social relations of achievement motivation. The research results provide essential findings; namely, there is an indication of the transformation of cultural dimensions in the Z Generation who were participants in this research, so that the cultural dichotomy of individualism and collectivism becomes meaningless in the relationship among teacher-student relations and peer relations with achievement motivation. This research provides essential information on the development of science and future researchers to conduct a more comprehensive study of the dichotomy of the cultural dimensions of individualism and collectivism by involving two countries with different cultural backgrounds because cultural transformation is possible.

의사결정나무분석을 적용한 유아의 또래놀이행동에 대한 예측모형

Background/Objectives: This study aimed to determine the prediction models of peer play behavior, including play interaction, disruption, and isolation, using decision tree analysis. The prediction variables were temperament, attention deficit hyperactivity disorder (ADHD), language, and teacher-student relationship. Methods: The participants were 737 five-year-old children recruited from day care centers and preschools located in the Incheon and Gyunggi provinces. The study used the Penn Interactive Peer Play Scale and the Child Behavior Questionnaire to measure peer play behavior and temperament, respectively. The other measures employed were the Student-Teacher Relationship Scale and the ADHD rating. Moreover, the study examined language ability using the Korean version of the Wechsler Preschool and Primary Scale of Intelligence. The study assessed peer play behavior, teacher–student relationship, and ADHD (reported by teachers) and temperament (reported by mothers). Data were analyzed using decision tree analysis. Results: According to the prediction model for peer play interaction, the significant predictors were Gender, teacher-student intimacy, and ADHD were significant predictors for peer play interaction. Negative emotionality, teacher-student conflict, and dependence were significant predictors for peer play isolation, whereas ADHD and teacher–student conflict were significant predictors for peer play disruption. Conclusion/Implications: The results suggested that children’s temperament, ADHD, and teacher-student relationship may be closely related with peer play behavior among preschool children. The study also presented suggestions for future research.

Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools

Three dimensions of child–teacher relationships (derived from the Student-Teacher Relationship Scale) closeness, conflict and dependency have been conceptualized and investigated. In individualistic cultures a close relationship has been associated with children's academic performance and behavioural adjustment, conflictual relationships have been associated with maladjustment and externalising behaviours, and the dependency dimension has been negatively associated with closeness. We expand previous studies by first investigating the factor structure of the STRs amongst 2,130 preschool children and their 267 teachers in a collectivistic culture, Greece. Second, we investigated effects of child (gender, age, country of origin and special educational needs), teacher (teacher gender, age and affective well-being), and preschool characteristics (school-type, number of children, observed quality using the Early Childhood Environment Rating Scale-Revised (ECERS-R), on STRS.Using exploratory structural equation modelling (ESEM) adjusting for differences between preschools we replicated the three-factor solution of the STRS. Consistent with previous studies in collectivistic cultures, closeness and dependency were positively (not negatively) associated. Children's gender and teachers’ affective well-being were found to be consistently associated with all three dimensions of the STRS. In conclusion, the STRS can capture the relationship accurately in a Greek early years setting, and the analysis has demonstrated that the three STRS dimensions are associated with different child and teacher characteristics.

School-Based Relationships Among Children with or at Risk for Emotional and Behavioral Disorders

We investigated the influence of a teacher’s perceived emotional state (e.g., feeling emotionally exhausted; feeling accomplished) on the association between parent-teacher relationships and teacher-child conflict among young children. We used pretest data from a pilot study examining the efficacy of a socio-emotional learning intervention for children with or at risk for emotional or behavioral disorders (EBD). Twenty-six teachers and 45 children (Mean age= 7.46 years; SD = 1.21) participated in the intervention. Teachers rated their relationships with children and their parents using the Parent-Teacher Relationship Scale and Student-Teacher Relationship Scale. Multilevel models showed that teachers with a higher sense of personal accomplishment evidenced a negative association between parent-teacher relationships and teacher-child conflict. However, for teachers who felt emotionally exhausted or those who had a lower sense of personal achievement, the association between parent-teacher relationships and teacher-child conflict either remained unchanged or was positive. We conclude by discussing findings in relation to the importance of increasing teacher efficacy, reducing teacher burnout, and strengthening parent-teacher relationships in schools to improve teacher-child relationships and children’s psychosocial outcomes.

Child temperament and child-teacher relationship quality: Implications for children's emotional functioning during preschool period.

Although, in the last years several studies have moved beyond analyzing the role of mother-child relationship in the association between child temperament and child emotional functioning, our knowledge is still limited about which fine-grained temperamental components of child reactivity and self-regulation are associated with child-teacher relationship quality. Also, fewer studies have looked at the moderating role of child-teacher relationship in the association between child temperament and child internalizing/externalizing problems during early childhood. The present study examined the relation between components of child temperamental Negative Affectivity, Surgency, and Effortful Control and child-teacher relationship quality (i.e., closeness, conflict) in preschool children. In addition, our aim was to test the moderating effect of the child-teacher relationship on the association between temperament and internalizing and externalizing problems. One hundred Romanian preschoolers (55 boys, mean age = 4.04 years) participated in this study. Mothers assessed their child's temperament by completing the Children's Behavior Questionnaire and externalizing and internalizing problems with the Child Behavior Checklist. Child-teacher relationship quality was evaluated by children's teachers using the Student-Teacher Relationship Scale. Our results revealed that teachers rated their relationship as less conflictual with children who were assessed by their mothers as better in shifting and focusing attention, enjoying situations involving low stimulus intensity and displaying higher levels of Shyness, Sadness and Activity Level. Moreover, higher levels of Discomfort were associated with more conflict and less closeness while emotional reactivity such as Sadness, Fearfulness, and Activity Level were positively associated with closeness. Teacher-child closeness was associated with three temperamental self-regulation factors in the expected direction, except inhibitory control. Furthermore, results revealed a statistically significant interaction between child temperamental Shyness and child-teacher closeness in the prediction of child internalizing problems. Thus, when child-teacher closeness was low, there was a significant and positive relationship between child temperamental Shyness and child internalizing problems. Results highlight the importance of child-teacher relationship quality in relation to child temperament and social-emotional development during preschool period.

Teacher Feedback, Student ADHD Behavior, and the Teacher–Student Relationship: Are These Related?

This cross-sectional study aimed to compare positive and corrective teacher feedback toward children with attention-deficit/hyperactivity disorder (ADHD) and typically developing children, and to examine whether the quality of the teacher–student relationship moderated associations between child behavior and teacher feedback. We observed and coded classroom ADHD behaviors of 55 children with ADHD and 34 typically developing children (TDC; 6–12 years), as well as the levels of positive and corrective teacher feedback they received. Teachers rated closeness and conflict using the Student–Teacher Relationship Scale in the ADHD group. Multilevel analyses revealed that teachers provided significantly more corrective feedback to children in the ADHD compared to the TDC group. Children in the ADHD group received more corrective than positive feedback, but this pattern was reversed for the TDC group. Multiple regression analyses in the ADHD group indicated that lower levels of positive feedback were related to higher levels of motor hyperactivity. Higher levels of corrective feedback were associated with higher levels of verbal hyperactivity. Closeness moderated this association: Corrective feedback was related to levels of verbal hyperactivity only if teachers experienced less closeness in the relationship with the child. None of the other moderation effects were significant. Teachers provided more corrective feedback to children with ADHD than to typically developing children, and teacher feedback toward children with ADHD was associated with levels of hyperactivity. A close teacher–student relationship may serve as protective factor for the receipt of corrective feedback in this group, but experimental studies are needed to confirm this hypothesis.

Student-Teacher Relationship and Its Influencing Factors among Middle School Students in Guangdong

The student-teacher relationship is a basic interpersonal relationship formed by mutual communication and interaction between teachers and students in education and teaching, mainly including teaching, ethical, interpersonal, and legal relationships (Chen Qi & Liu Rude, 1997). Teachers are important others for middle school students. The relationship between teachers and students is an important interpersonal relationship for middle school students, which significantly impacts their socialization. The aim of this paper wastoexplore the characteristic of student-teacher relationship of middle school students in Guangdong Province, China, and analyze its influencing factors. Stratified random sampling method was used to select 1011 middle school students from 3 cities in Guangdong province. They were investigated with Student-Teacher Relationship Scale (STRS), General Big Five Personality Factor Scale (GFFS), Emotional Support Questionnaire for Middle School Students to Understand Teachers (ESQUT) and a self-compiled questionnaire for influencing factors of middle students’ student-teacher relationship. The survey results indicated the following three points,First, the total scores of STRS and ESQUT were (85.30±17.3) and (49.53±10.29), respectively; Second, the scores of 5 dimensions of GFFS were (45.37±12.33), (52.70±9.60), (54.11±9.81), (53.08±11.43) and (51.20±8.80), respectively; Third, the result of multivariate stepwise linear regression showed that the following 13 factors including grade, family economic status, mother’s education level, father’s education level, academic performance, teachers’ main role, teachers’ attitude to the popular culture, teachers’ class management style, teachers’ educational style, respect, encourage, openness and altruism were positively correlated with the total score of STRS (β=188～803, all P<01), and the following 6 factors including origin, school location, only child or not, the greatest shortcoming of teachers, students’ attitude to the popular culture and sociality were negatively correlated with the total score of STRS (β=-203～-699’ all P<05). It is therefore suggested that the student-teacher relationshipof middle school students in Guangdong is very good, and the social cultural atmosphere, family educational concept, rearing style, teaching, and education style may be the main influencing factors of student-teacher relationshipof middle school students.

The student's drawing of teacher's pictorial Value as a predictor of the student-teacher relationship and school adjustment.

This study employs the scale of Value from Pictorial Assessment of Interpersonal Relationships (PAIR) to investigate the links between the importance attributed by primary students to their teachers and two independent measures of scholastic wellbeing, provided by teachers and parents. During middle childhood, the teacher is one of the most significant adults with whom children interact daily; a student-teacher relationship warm and free from excessive dependency and conflict is very important for children wellbeing; however, children's recognition of teacher importance as an authority figure has been seldom studied. Children aged 7-11 years were individually asked to draw themselves and one of their teachers in two situations (relational Wellbeing and relational Distress); the scale of Value from PAIR was used as a proxy of the importance attributed to teachers in each situation. Teachers completed the Student-Teacher Relationship Scale for Closeness, Conflict, and Dependency of each child; parents answered two items about their children's School Adjustment. All the study variables were firstly analyzed to check gender and age differences. Boys valorized more than girls the teacher's figure; however, teachers perceived more Closeness and less Conflict with girls. Dependency and Conflict decreased with age, as well as (albeit slightly) School Adjustment. To assess the links between pictorial valorization of the teacher in Wellbeing and Distress and teachers' and parents' evaluations, four separate hierarchical regressions were performed, namely, Closeness, Dependency, Conflict, and School Adjustment, controlling children's sex and age. The teacher's pictorial Value in Wellbeing appeared to be related to Closeness and School Adjustment, while a negative relationship emerged between Value and Dependency in Distress. In sum, the recognition of the teacher's role as an authority figure does not hinder a warm student-teacher relationship and impacts positively on school adjustment. In situations of Distress, dependent pupils showed a diminished appreciation of the teacher's importance, possibly as a result of a defensive stance.

The Positive Contribution of School Adjustment Activities to the Transition of First Grade Students: A Case Study in Ankara

The importance of programs that facilitate the transition of students to elementary school in order to support both their academic success and healthy development is undeniable. Therefore, the Ministry of National Education developed the School Adjustment Program in cooperation with UNICEF for first graders and implemented it in all elementary schools in Turkey. The aim of the present study is to examine the contribution of this program to school adjustment, student-teacher relations, peer relations, and various behaviors of elementary school students in first grade. The participants of the study, which is based on ex-post facto design, include 110 classroom teachers working in schools in Ankara during the 2015–2016 and 2016–2017 academic years. While 48 of these teachers implemented the adjustment program activities in their classrooms in 2015; others did not implement these activities in their classrooms in 2016. All the teachers filled in the School Adjustment Teacher Rating Scale, Student–Teacher Relationship Scale, and Child Behavior Scale (683 students engaged in the activities and 520 students did not) to evaluate how various aspects of their students’ transition were affected by the program. One-way MANOVA analysis showed that the study group had higher mean scores for collaborative participation, liking school, self-directedness, and closeness to the teacher than the comparison group. Although the aggressive and prosocial behavior scores towards peers were higher in the study group, the partial effect sizes were found to be insignificant. While the scores of school avoidance and conflict with teachers were lower in the study group than in the comparison group, there was no difference between the groups in their scores for asocial behaviors towards peers, hyperactivity/distraction, anxiety/fear, and exclusion by peers. It was concluded that the program contributed to the establishment of close student–teacher relationships in the selected schools and the adjustment of the students to the schools.