Demol Karlien, Verschueren Karine, Colpin Hilde
Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.
J Res Adolesc. 2025 Jun;35(2):e70039. doi: 10.1111/jora.70039.
In schools, adolescents form relationships with both peers and teachers. Yet, research on the contribution of classroom relationships to adolescents' mental health has mainly focused on one relationship partner. This longitudinal study examined how positive and negative dimensions of peer and teacher-student relationships combine into relationship profiles (Objective 1) and how these profiles differ regarding mental health later on (Objective 2). A total of 828 fourth-to-sixth graders from 48 classes in 12 schools (53.6% girls; Wave 1: M = 10.61, SD = 0.90) completed peer nominations for the relationships dimensions (i.e., peer acceptance and rejection; teacher-student closeness and conflict) in fall 2018. In spring 2019, students provided self-reports on mental health outcomes (i.e., depressive symptoms and self-esteem). Multilevel latent profile analysis revealed four profiles. The "Typical Relationships Profile" (72%) showed moderate levels of both peer acceptance and rejection, and (very) low teacher-student closeness and conflict. The "Negative Relationships Profile" (4%) showed the least positive and most negative relationships. The "Negative Teacher Relationships Only Profile" (9%) showed low closeness and high conflict, moderate degrees of acceptance, and somewhat higher degrees of rejection. The "Positive Relationships Profile" (15%) showed the most positive and least negative relationships and demonstrated lower depressive symptoms than the "Negative Relationships Profile" and "Typical Relationships Profile". Additionally, the "Positive Relationships Profile" showed higher self-esteem than the "Typical Relationships Profile". Thus, positive relationships with both classmates and teachers were related to the most beneficial outcomes and should be targeted to promote mental health in early adolescents.
在学校里，青少年会与同龄人和教师建立关系。然而，关于课堂关系对青少年心理健康的影响的研究主要集中在一个关系对象上。这项纵向研究考察了同伴关系和师生关系的积极和消极维度如何组合成关系模式（目标1），以及这些模式在随后的心理健康方面有何不同（目标2）。来自12所学校48个班级的828名四至六年级学生（女生占53.6%；第1波：M = 10.61，SD = 0.90）在2018年秋季完成了关于关系维度的同伴提名（即同伴接纳和拒绝；师生亲密和冲突）。2019年春季，学生们提供了关于心理健康结果（即抑郁症状和自尊）的自我报告。多层次潜在剖面分析揭示了四种模式。“典型关系模式”（72%）显示出同伴接纳和拒绝的中等水平，以及（非常）低的师生亲密和冲突水平。“消极关系模式”（4%）显示出最不积极和最消极的关系。“仅消极师生关系模式”（9%）显示出低亲密和高冲突、中等程度的接纳以及略高程度的拒绝。“积极关系模式”（15%）显示出最积极和最不消极的关系，并且与“消极关系模式”和“典型关系模式”相比，抑郁症状更低。此外，“积极关系模式”的自尊水平高于“典型关系模式”。因此，与同学和教师的积极关系与最有益的结果相关，应该针对这一点来促进青少年早期的心理健康。
