Developmental trajectories of teacher-student relationships and longitudinal associations with children's conduct problems from Grades 1 to 12

Abstract

This study examined the development and continuity of teacher-student relationship quality across the formal schooling years (grades 1 to 12) and investigated how variations (i.e., differential trajectories) in teacher-student relationship quality were longitudinally associated with children's conduct problems across childhood and adolescence. Participants consisted of 784 students (M age = 6.57 in grade 1; 47% girls, 37.4% Latino or Hispanic, 34.1% European American, and 23.2% African American) who were identified as being academically at risk (i.e., had low literacy scores at school entry). Distinct subgroups of children were identified based on variations in their teacher-student warmth and conflict trajectories, and patterns of continuity and change were also assessed across the transition to middle school. The findings provided insights into how the duration, magnitude, and timing of teacher-student relationship quality were associated with children's conduct problems. More specifically, relationships characterized by early-onset deficits, chronic and persistent relationship difficulties, or adolescent-onset conflict were associated with distinct patterns of conduct problems throughout childhood and adolescence. Keywordsteacher-student relationships; teacher-child relationships; conduct problems; externalizing problems; school transitions The quality of children's interpersonal relationships with teachers has a significant impact on their social-emotional and academic outcomes (

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

“…That is, for children with higher levels of interpersonal trust, they have better teacher–student relationships and social adjustment. This result was in line with the attachment theory and verified the previous findings ( Bowlby, 1980 ; Pianta et al, 1995 ; Rotenberg et al, 2005a ; Baker et al, 2008 ; Rotenberg, 2010 ; Liu et al, 2015 ; Ang et al, 2020 ; Ettekal and Shi, 2020 ). Therefore, hypothesis 1 failed to reject.…”

“…A teacher plays a vital role in children’s school years ( Pianta et al, 1995 ; Ettekal and Shi, 2020 ). On the basis of attachment theory, positive teacher–student relationships in childhood may provide children with security and enhance their adjustment to school ( Bowlby, 1980 ).…”

“…On the basis of attachment theory, positive teacher–student relationships in childhood may provide children with security and enhance their adjustment to school ( Bowlby, 1980 ). Empirical studies have demonstrated the influence of teacher–student relationships on children’s social adjustment ( Pianta et al, 1995 ; Baker et al, 2008 ; Liu et al, 2015 ; Ang et al, 2020 ; Ettekal and Shi, 2020 ). Positive teacher–student relationships, featuring warmth, nurturance, and low negativity have been verified to exert positive effects on children’s school lives ( Hughes et al, 2012 ), and enhance social adjustment in childhood ( Pianta et al, 1995 ; Baker et al, 2008 ).…”

Trajectories of pure and co-occurring internalizing and externalizing problems from early childhood to adolescence: Associations with early childhood individual and contextual antecedents.

“…It may be the case that preexisting problem behaviors contributed to some of the difficulties children experienced by the time they entered Grade 1 (Wiggins et al, 2015). For instance, teacher-child conflict can also increase due to existing problem behaviors (Ettekal & Shi, in press), potentially leading to a maladaptive cycle. Fourth, future studies can further examine the heterogeneity of internalizing and externalizing problems at a higher-order-level.…”

Relational competence regarding students with ADHD – An intervention study with in-service teachers

“…The importance of teacher-student relationships in student academic and social development has been well established (Ansari, Hofkens, and Pianta 2020;Ettekal and Shi 2020;Quin 2017). Allen et al (2013) found that teachers' ability to respond sensitively to student needs was directly linked to student achievement: 'students first and foremost are highly social and emotional beings.'…”