Department of Educational Psychology, Texas A&M University, United States of America.
Department of Educational Psychology, Texas A&M University, United States of America.
J Sch Psychol. 2020 Oct;82:17-35. doi: 10.1016/j.jsp.2020.07.004. Epub 2020 Sep 2.
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 = 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.
本研究考察了师生关系质量在正规学校教育年限（1 年级至 12 年级）中的发展和连续性，并探讨了师生关系质量的变化（即差异轨迹）如何与儿童在整个童年和青春期的行为问题产生纵向关联。参与者包括 784 名学生（1 年级时平均年龄为 6.57 岁；47%为女生，37.4%为拉丁裔或西班牙裔，34.1%为欧洲裔美国人，23.2%为非裔美国人），他们被认定为学业上有风险（即入学时阅读成绩较低）。根据师生温暖和冲突轨迹的变化，确定了不同的儿童亚组，还评估了从中小学过渡时期的连续性和变化模式。研究结果深入了解了师生关系质量的持续时间、程度和时机如何与儿童的行为问题相关联。更具体地说，以早期出现缺陷、慢性和持续存在的关系困难或青春期开始出现冲突为特征的关系与整个童年和青春期的不同行为问题模式相关联。
