Yu Wanqin, Ward Olivia F, Paquette Brianna, Mrug Sylvie, Richter Caroline G
Department of Psychology, The University of Alabama at Birmingham, 1720 2nd Ave S, Birmingham, AL 35294, USA.
Children (Basel). 2025 Jun 13;12(6):764. doi: 10.3390/children12060764.
Students with specific learning disorders (SLDs) are at increased risk for emotional and academic difficulties. While teacher characteristics can influence student outcomes, few studies have examined the role of teacher personality in supporting students with SLDs. This study investigated whether teacher personality traits predicted student emotional well-being and academic achievement in a school-based intervention context. : Participants were 64 students with SLDs (Mage = 13.28) nested within 21 teachers. Students completed measures of emotional well-being at baseline and post-intervention, and grade point average (GPA) was obtained from school records at the end of the school year. Teachers completed the Big Five Inventory mid-intervention. Two-level multilevel models were conducted in Mplus using maximum likelihood estimation with robust standard errors (MLR). The models controlled for student and teacher demographics, baseline emotional well-being, and the intervention group. Missing data were addressed using full information maximum likelihood (FIML). : Teacher female sex, higher neuroticism, and lower teaching experience were associated with higher student emotional well-being post-intervention. Follow-up analyses confirmed that teacher sex, neuroticism, and conscientiousness each explained substantial between-teacher variance. In the GPA model, student sex and teacher openness were significant predictors, with female students and students taught by more open teachers earning higher GPAs. : Teacher personality traits, specifically neuroticism, conscientiousness, and openness, were associated with emotional and academic outcomes among students with SLDs. The findings highlight the importance of considering teacher characteristics in designing school-based interventions to support the development of learners with SLDs or other neurodevelopmental disorders.
患有特定学习障碍（SLD）的学生在情感和学业方面面临的困难风险更高。虽然教师的特质会影响学生的学习成果，但很少有研究探讨教师个性在支持患有特定学习障碍学生方面的作用。本研究调查了在基于学校的干预背景下，教师的个性特质是否能预测学生的情感幸福感和学业成绩。：参与者为64名患有特定学习障碍的学生（平均年龄=13.28岁），嵌套在21名教师的班级中。学生在基线和干预后完成了情感幸福感的测量，并在学年结束时从学校记录中获取平均绩点（GPA）。教师在干预中期完成了大五人格量表。在Mplus中使用稳健标准误差的最大似然估计（MLR）进行二级多水平模型分析。模型控制了学生和教师的人口统计学特征、基线情感幸福感以及干预组。使用全信息最大似然法（FIML）处理缺失数据。：教师的女性性别、较高的神经质水平和较低的教学经验与干预后学生较高的情感幸福感相关。后续分析证实，教师的性别、神经质和尽责性各自解释了教师之间相当大的差异。在GPA模型中，学生性别和教师的开放性是显著的预测因素，女生以及由更开放的教师授课的学生获得更高的GPA。：教师的个性特质，特别是神经质、尽责性和开放性，与患有特定学习障碍学生的情感和学业成果相关。研究结果强调了在设计基于学校的干预措施以支持患有特定学习障碍或其他神经发育障碍的学习者发展时，考虑教师特质的重要性。
