Department of Psychology, Pennsylvania State University, 110 Moore Building, University Park, PA 16802, USA.
Department of Psychology, Pennsylvania State University, 110 Moore Building, University Park, PA 16802, USA.
J Sch Psychol. 2018 Oct;70:1-15. doi: 10.1016/j.jsp.2018.06.002. Epub 2018 Jul 2.
Longitudinal research suggests that student-teacher relationships characterized by elevated (or increasing) conflict and low (or decreasing) closeness promote heightened aggression in elementary school. However, prior research has not explored fluctuations in the quality of student-teacher relationships across school years, which may also impact students. This study applied a new methodology to determine whether year-to-year fluctuations in student-teacher conflict or closeness also predicted increased student aggression. 154 children were followed from Head Start preschools through elementary school. Early elementary teachers (kindergarten through third grade) rated the quality of conflict and closeness with students. Fifth grade teachers rated student aggression. Regression analyses revealed that year-to-year fluctuations in student-teacher conflict, along with mean levels of student-teacher conflict, each made unique contributions to fifth grade aggression, controlling for baseline aggression. In addition, for students with low aggression at kindergarten entry, year-to-year fluctuations in student-teacher closeness predicted increased aggression. Possible mechanisms accounting for the detrimental effects of fluctuations in student-teacher relationship quality are discussed, along with implications for practice.
纵向研究表明，以冲突加剧（或升高）和亲密感降低（或减少）为特征的师生关系会促进小学生的攻击性增强。然而，先前的研究并未探讨师生关系质量在整个学年中的波动情况，而这种波动也可能对学生产生影响。本研究采用了一种新方法来确定师生冲突或亲密感的逐年波动是否也预示着学生攻击性的增加。154 名儿童从学前教育“提前开端”项目一直跟踪到小学。小学低年级教师（幼儿园到三年级）对学生的冲突和亲密程度进行了评分。五年级教师对学生的攻击性进行了评估。回归分析显示，师生冲突的逐年波动以及师生冲突的平均水平，都对五年级的攻击性有独特的贡献，控制了基线攻击性。此外，对于在幼儿园入学时攻击性较低的学生，师生亲密关系的逐年波动预示着攻击性的增加。讨论了可能解释师生关系质量波动的有害影响的机制，并讨论了其实践意义。
