Dataset Information

How Children Feel Matters: Teacher-Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment.

ABSTRACT: Previous studies have demonstrated positive correlations between children's interpersonal trust and social adjustment. However, the psychological mechanism underlying this effect is still unclear. The current study tested the indirect roles of teacher-student relationships from both students' and teachers' perspectives in a Chinese context. In total, 709 pupils from grade three to grade five, and their 17 head teachers from a Chinese public primary school participated in this study. The Children's Generalized Trust Beliefs Scale, Social Adjustment Scale for Children and Adolescents, and Teacher-Student Relationship Questionnaire were used in this study. All these variables were correlated with each other. Structural equation models showed that the interpersonal trust indirectly influenced social adjustment through the teacher-student relationship from students' perspectives, while the teacher-student relationship from teachers' perspectives did not play an indirect role. These findings suggest that the teacher-student relationship perceived by students is more important for children's social adjustment than that perceived by teachers. Both parents and teachers should pay more attention to developing children's interpersonal trust, build better teacher-student relationships, and focus more on how children feel about the relationship.

SUBMITTER: Dong Y

PROVIDER: S-EPMC7847853 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

How Children Feel Matters: Teacher-Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment.

Dong Yan Y Wang Hongfei H Luan Fang F Li Zheneng Z Cheng Li L

Frontiers in psychology 20210118

Previous studies have demonstrated positive correlations between children's interpersonal trust and social adjustment. However, the psychological mechanism underlying this effect is still unclear. The current study tested the indirect roles of teacher-student relationships from both students' and teachers' perspectives in a Chinese context. In total, 709 pupils from grade three to grade five, and their 17 head teachers from a Chinese public primary school participated in this study. The Children ...[more]

PMID: 33536963

Similar Datasets

Project description:A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict with teachers significantly predicted an increase in conduct problems and hyperactive behaviors. This study supports the significance of student-teacher relationships as a protective factor during students' transition to high-school. Our findings also highlight the importance of relationship quality in preventing students' risk of school failure.

Dataset Information

How Children Feel Matters: Teacher-Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment.

Publications

How Children Feel Matters: Teacher-Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets