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Citation for published version (APA):Opdenakker, M. C., Maulana, R., & Brok, den, P. J. (2012). Teacher-student interpersonal relationships and academic motivation within one school year : developmental changes and linkage. School Effectiveness and School Improvement, 23 (1) Please check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences between the submitted version and the official published version of record. People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal. The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among firstgrade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5 times within a school year, from 566 students of 20 mathematics and English classes, from 3 secondary schools in The Netherlands. Multilevel growth curve modelling was applied. Analysis of withinyear changes in teacher-student interpersonal relationships revealed that the quality of relationships decreased over time. The decrease was more pronounced for Proximity than for Influence. Moreover, students' controlled motivation increased slightly, while autonomous motivation decreased systematically over time. Teacher-student interpersonal relationships are significant predictors of autonomous motivation. Several determinants like subject taught, class type, teacher gender, and student gender can explain differences in developmental trajectories of both interpersonal behaviour and academic motivation over time.

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This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. Attention is paid to the differential effectiveness of both types of school characteristics. The study confirms that there are important relationships between school composition and school process variables in secondary education. The analyses of the effect of both variables on achievement revealed that these variables have important net and joint effects on achievement independent of initial ability. We found that the addition of school composition variables to models with school process variables caused a decline in the effect of important school process variables. This outcome has important consequences for school effectiveness research, school improvement and teacher training.

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