Bayram Özdemir Sevgi, Özdemir Metin
School of Law, Psychology and Social Work, Örebro University, 701 82, Örebro, Sweden.
J Youth Adolesc. 2019 Nov 2;49(4):921-35. doi: 10.1007/s10964-019-01155-3.
The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve over time, and how possible changes affect young people's adjustment. To address this gap in knowledge, the present study examined whether adolescents follow different trajectories in their perceptions of relationship with teachers and whether students on different trajectories differ from each other in their adjustment. The sample included 829 students residing in Sweden (M = 13.43, SD = 0.55, 51% girls). Three distinct teacher-relationship trajectories were identified. More than half (66%) of the adolescents (average-stable trajectory) reported an average level of positive relationships with teachers at grade 7, and did not change significantly over the three years. About 24% of the adolescents (high-increasing trajectory) reported a high level of fair and supportive teacher-relationships at T1, and continued to increase in their positive views from grade 7 to grade 9. Ten percent of the adolescents (average-declining trajectory) reported an average level of positive relationships with teachers at grade 7, but showed a decline in their positive views towards teachers over time. Relative to adolescents on an average-stable trajectory, adolescents on a high-increasing trajectory reported greater school satisfaction, higher achievement values, and lower failure anticipation. By contrast, adolescents in the average-declining group reported worsening school adjustment. No significant moderating effects of immigrant status and gender were found. These findings highlight the importance of the association between the continuous experience of supportive and fair teacher treatment and youth adjustment.
学生与教师的关系大多被认为是静态的。这种方法在提供有关师生关系如何随时间演变以及可能的变化如何影响年轻人适应方面的信息时存在局限性。为了填补这一知识空白，本研究调查了青少年在对师生关系的认知上是否遵循不同的轨迹，以及处于不同轨迹的学生在适应方面是否存在差异。样本包括829名居住在瑞典的学生（平均年龄M = 13.43，标准差SD = 0.55，女生占51%）。研究确定了三种不同的师生关系轨迹。超过一半（66%）的青少年（平均稳定轨迹）报告说在七年级时与教师的积极关系处于平均水平，并且在三年中没有显著变化。约24%的青少年（高增长轨迹）在T1时报告与教师的关系公平且支持性高，并且从七年级到九年级对教师的积极看法持续增加。10%的青少年（平均下降轨迹）在七年级时报告与教师的积极关系处于平均水平，但随着时间推移对教师的积极看法有所下降。相对于处于平均稳定轨迹的青少年，处于高增长轨迹的青少年报告了更高的学校满意度、更高的成就价值观和更低的失败预期。相比之下，平均下降组的青少年报告学校适应情况恶化。未发现移民身份和性别的显著调节作用。这些发现凸显了支持性和公平的教师对待的持续体验与青少年适应之间关联的重要性。
