Longobardi Claudio, Prino Laura E, Marengo Davide, Settanni Michele
Department of Psychology, University of Turin Turin, Italy.
Front Psychol. 2016 Dec 23;7:1988. doi: 10.3389/fpsyg.2016.01988. eCollection 2016.
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.
大量研究已确定，青少年时期的学校过渡阶段，尤其是从初中到高中的过渡，是学业失败风险最高的阶段之一，其特点是会发生重大的社会、情感和行为变化。即使就学业成绩而言，这种过渡也至关重要：在意大利，九年级和十年级的辍学率最高，部分原因是对新学校环境适应不良。在关键的发育时期，学生与教师的关系所产生的影响可能尤为显著。事实上，师生关系已被广泛认为是学校适应中的保护因素，而在关系消极的情况下，也被视为增加适应不良风险的一个因素。积极且充满情感的师生关系可能在学生适应学校环境方面发挥重要作用，有利于学业成绩和适应性行为。本研究的目的是调查学生所感知的师生关系质量对学业成绩、以及在相关学校过渡期间的问题行为和亲社会行为的影响。样本包括122名学生（55%为女生）。我们采用了一份自填式问卷来收集有关以下方面的信息：人口统计学特征、与教师的关系质量、问题行为和亲社会行为、以及学业成绩。学生们填写了两次问卷：一次是在八年级时，另一次是在一年后的高中一年级（九年级）。回归分析表明，与教师的平均亲密程度和不同水平的亲密程度都能显著预测学业成绩的变化：九年级时感知到的亲密程度增加，以及更高的平均亲密程度水平，都与学业成绩的提高相关。反过来，与教师感知冲突水平的增加显著预测了品行问题和多动行为的增加。本研究支持了师生关系作为学生向高中过渡期间保护因素的重要性。我们的研究结果还强调了关系质量在预防学生学业失败风险方面的重要性。
