Mammadov Sakhavat, Avci Ayse Hilal
Department of Educational Psychology, University of Georgia, Athens, Georgia, USA.
J Pers. 2024 Oct 29. doi: 10.1111/jopy.12986.
This meta-analysis provides the first comprehensive synthesis of associations between student and teacher personality traits and the quality of teacher-student relationships.
Fifty-five studies met the eligibility criteria, contributing a total of 238 effect sizes. We used multivariate meta-analysis with robust variance estimation (RVE) to model the dependency of effect sizes.
Student prosocial behavior (ρ = 0.59) and proactive personality (ρ = 0.48) were the strongest predictors of positive teacher-student relationship quality. All Big Five traits of students, except neuroticism, showed significant positive associations, with all correlations exceeding 0.4 when holding constant with all other moderators. Teacher agreeableness (ρ = 0.31) and conscientiousness (ρ = 0.29) yielded modest associations. Students with less emotional stability or aggressive behaviors were more likely to experience negative teacher-student relationships, such as conflict and dependency.
Our findings highlight the critical role of student personality in explaining the quality of teacher-student interactions. Multiple traits appear equally important, as indicated by comparable effect sizes. The literature is relatively limited when it comes to teacher personality. We were unable to examine teacher traits in relation to teacher-student conflict and dependency, but, overall, agreeable and conscientious teacher behaviors appeared to be important for favorable interactions, whereas teacher neuroticism may undermine the quality of such interactions.
本荟萃分析首次全面综合了学生和教师人格特质与师生关系质量之间的关联。
55项研究符合纳入标准，共贡献了238个效应量。我们使用具有稳健方差估计（RVE）的多变量荟萃分析来模拟效应量的依赖性。
学生的亲社会行为（ρ = 0.59）和积极主动人格（ρ = 0.48）是师生关系质量正向的最强预测因素。学生的所有大五人格特质（除神经质外）均显示出显著的正相关，在控制所有其他调节因素时，所有相关性均超过0.4。教师的宜人性（ρ = 0.31）和尽责性（ρ = 0.29）产生适度的关联。情绪稳定性较低或有攻击行为的学生更有可能经历负面的师生关系，如冲突和依赖。
我们的研究结果突出了学生人格在解释师生互动质量方面的关键作用。如可比的效应量所示，多种特质似乎同样重要。关于教师人格的文献相对有限。我们无法考察与师生冲突和依赖相关的教师特质，但总体而言，和蔼可亲且尽责的教师行为似乎对良好互动很重要，而教师的神经质可能会破坏这种互动的质量。
