Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School

Abstract

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.

Systematic literature review of primary‒secondary transitions: International research

“… Supportive (Smith et al , ) and caring teachers (Hammond, ), good teacher bonding (Langenkamp, ) Perceived teacher‐support associated with positive perceptions of school climate and academic motivation (Frey et al , ) Positive teacher attitudes and abilities impacted pupils’ integration into secondary school (Ganeson & Ehrich, ) Impact of teachers who made learning fun and enjoyable (Ganeson & Ehrich, ) Quality of the relationships can affect both academic achievement and conduct problems (Longobardi et al , ) Comfortable with a shift in power dynamics and are willing to allow child‐ and parent‐led transition processes (Davis et al , ) …”

Career Preparedness and School Achievement of Portuguese Children: Longitudinal Trend Articulations

“…To enhance career preparedness and academic achievement, career interventions could (a) help students identify and manage life roles; (b) create opportunities for students to observe behaviors and activities from their peers and adult practitioners, (c) stimulate mastery and performance experiences in school and out-of-school settings, and (d) help students identify and activate their social support networks (e.g., Bandura et al, 2001; Lent, 2004; Howard et al, 2009; Di Fabio and Kenny, 2015; Oliveira et al, 2016; Paradnikė and Bandzevičienė, 2016). Taking the importance of demographic factors into account, career practitioners could also develop interventions with educational agents (e.g., teachers, parents) to acknowledge the impact of their quality relationships, and affirm their vital role in transmitting gender and prestige balanced messages (Gottfredson, 1981; Pasta et al, 2013; Longobardi et al, 2016). These educational efforts could also encourage further collaboration between teachers, parents, and the workforce to facilitate children's overall positive career and academic development (Araújo and Taveira, 2009; Watson et al, 2015).…”

“…The student role is of major importance in childhood (until the 14 years of age), as it sustains the development of work attitudes and routines as well as the awareness of one's abilities and preferences (Super, 1994; Araújo and Taveira, 2009). Their academic path promotes children's development of a sense of industry and identification with teachers who they may perceive as supportive and knowledgeable classroom managers who are concerned with their wellbeing (Erikson, 1963; Di Fabio and Kenny, 2015; Chávez, 2016; Longobardi et al, 2016). In addition, while performing the student role and being subject to its inherent social expectations and formal functioning (Super, 1980), children acquire literacy and numeric skills as well as identify social clues of one's gender, prestige, and capabilities, which are encapsulated in an emerging sense of self (Gottfredson, 1981).…”

Shyness and Learning Adjustment in Senior High School Students: Mediating Roles of Goal Orientation and Academic Help Seeking

“…In the context of examination-oriented education systems, learning maladjustment is a common phenomenon, especially among Chinese high school students who experience intense pressure when preparing for the national college entrance examination (Kuperminc et al, 2008; Liu and Chen, 2010; Yüksel, 2016). Learning maladjustment may adversely affect Chinese high school students’ aspects of school adaptation as well as their future development (Song, 2015; Longobardi et al, 2016). …”