Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy.
Lower Secondary Public School «Michelangelo» Bari, Bari, Italy.
PLoS One. 2023 Sep 28;18(9):e0290677. doi: 10.1371/journal.pone.0290677. eCollection 2023.
Several studies have shown the relevance among students of the quality of their interpersonal relationships for their academic achievement. Nevertheless, most studies available have explored the relation between the cognitive functioning and academic achievement without taking into account the quality of the relationships experienced in the school environment. Furthermore, the studies that have begun to consider the joint role of these factors in the prediction of academic achievement are scant. Therefore, it appears of relevance to deepen the relation between cognitive functioning and quality of school relationships in order to support students' academic achievement and the potential of youth. In this paper, we examined the moderating role of the quality of student-teacher relationships and school bonding (STR-SB) in the associations of fluid intelligence (Gf) with academic achievement among adolescents (N = 219). A multiple-group structural equation modelling analysis revealed that STR-SB quality moderated unexpectedly only the link between Gf and mathematics. The findings support the idea that the quality of student-teacher relationships may be a relevant dimension to be considered to clarify the association between cognitive functioning and academic achievement.
多项研究表明，学生的人际关系质量与其学业成绩之间存在相关性。然而，现有的大多数研究都探讨了认知功能与学业成绩之间的关系，而没有考虑到在学校环境中所经历的关系的质量。此外，那些开始考虑这些因素在预测学业成绩中的联合作用的研究也很少。因此，深入研究认知功能与学校关系质量之间的关系，以支持学生的学业成绩和青年的潜力，显得尤为重要。在本文中，我们考察了学生-教师关系和学校归属感（STR-SB）质量在青少年（N=219）的流体智力（Gf）与学业成绩之间的关联中的调节作用。一个多群组结构方程模型分析表明，STR-SB 质量出人意料地只调节了 Gf 与数学之间的联系。研究结果支持了这样一种观点，即学生-教师关系的质量可能是一个需要考虑的相关维度，以澄清认知功能与学业成绩之间的关系。
