Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15

Abstract

Prior research has found evidence for a positive effect of student-teacher bonds on children’s behavior. However, little research has investigated these relations following a transactional model of child development. This study investigated the bidirectional associations between student-teacher relationships and oppositional behaviors towards teachers using the ‘Zurich Project on the Social Development from Childhood to Adulthood’ (n = 1527; median ages 11, 13 and 15; 49% female). Results of a random-intercept cross-lagged panel model suggested that, among boys, positive student-teacher bonds at age 13 were associated with fewer teacher-reported oppositional behaviors two years later. The results indicated that negative interactions with teachers may be part of vicious cycles of poor relationships and increased levels of oppositional behavior, particularly for boys in late adolescence.

Teacher–student relationships, stress, and psychosocial functioning during early adolescence

“…A single score was used for eight students that were only assessed by one teacher. Utilizing a global measure of teacher-student relationships or similar constructs was consistent with other studies of youth and adolescents with multiple teachers (Behrhorst et al, 2020;Galand & Hospel, 2013;Joyce & Early, 2014;Kim, 2021;Lee, 2015;Valdebenito et al, 2022).…”

“…The teacher–student relationship measure was also averaged across two teachers to provide a more global measure of the student's relationship with teachers. While other studies have used similar global measures of teacher–student relationships (Behrhorst et al, 2020; Galand & Hospel, 2013; Joyce & Early, 2014; Kim, 2021; Lee, 2015; Valdebenito et al, 2022), some research has suggested that students with multiple teachers may have varying relationships with different teachers that can differentially impact various outcomes (Martin & Collie, 2019; Roorda & Bosman, 2022; Roorda et al, 2019). Furthermore, the correlations between teachers were low for teacher–student closeness and moderate for teacher–student conflict (Koo & Li, 2016).…”

Teacher–student relationships and adolescents' classroom incivility: A moderated mediation model of moral disengagement and negative coping style

“…Furthermore, two longitudinal studies have revealed that adolescents with positive teacher-student relationships have higher levels of behavioral engagement over time in the classroom (Engels et al, 2016;Martin & Collie, 2019). Similarly, considerable research has indicated longitudinal associations between teacher-student relationships and adolescents' externalizing behaviors (Roorda & Koomen, 2020;Valdebenito et al, 2022). Specifically, teacher-student relationships and adolescent externalizing behaviors mutually influence (Roorda & Koomen, 2020).…”

“…Specifically, teacher–student relationships and adolescent externalizing behaviors mutually influence (Roorda & Koomen, 2020). Positive relationships with teachers negatively predict boys' oppositional behaviors 2 years later (Valdebenito et al, 2022). Therefore, we presumed teacher–student relationships would be negatively associated with classroom incivility.…”

Tensions and contradictions: Exploring post‐primary teachers' perspectives and experiences of students with Attention Deficit Hyperactivity Disorder

“…The rationale for this research not only stems from the gaps in Irish ADHD literature but also from the fact that students with ADHD commonly experience poorer relationships with their teachers (Zendarski et al., 2020), and students with ADHD often feel less close to their teachers than other students (Ewe, 2019). However, strong student–teacher relationships can positively impact school engagement and improve academic outcomes (Valdebenito et al., 2022), while reducing behavioural issues (Roorda & Koomen, 2021). Therefore, by understanding post‐primary teachers' perspectives and experiences of students with ADHD, the insights gained could potentially improve the quality of teachers' relationships with these students, which may subsequently result in more positive educational outcomes for adolescents affected by ADHD.…”