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Teachers’ conditional positive and negative regard are widely endorsed teaching practices aimed to enhance students’ involvement and achievement in school. Previous research has mostly tapped the need frustration and harmful psychological well-being implications of these practices. Yet knowledge of their specific effects on school engagement is scant. This study investigated the association between students’ perceptions of homeroom teachers’ conditional positive and negative regard and their behavioral engagement, while considering the levels at which these practices are conceptualized and operate (a teacher characteristic and a student characteristic). Participants were n = 2533 students from 107 classes in the 7th to 10th grades. Multilevel analysis found conditional positive regard was positively associated with school engagement while conditional negative regard was inversely related. These findings were obtained at both the within- and between-class levels. Based on the findings, we argue conditional regard is a double-edged sword. Consistent with previous research, we suggest conditional negative regard has an undermining effect, and we point to conditional positive regard’s potential to enhance engagement. Lastly, we discuss the importance of the level of analysis and the alignment of theory with measurement.

The controversy regarding the nature of posttraumatic growth includes two main competing claims: one which argues that posttraumatic growth reflects authentic positive changes and the other which argues that posttraumatic growth reflects illusory defenses. While the former might suggest that posttraumatic growth enhances intimacy and close relationships, the latter might imply that posttraumatic growth hinders interpersonal relations. The present study aimed to test these claims by investigating the association between posttraumatic growth and dyadic adjustment over time at both the individual and dyadic levels, and the potential role of posttraumatic stress symptoms. Former prisoners of war and comparable war veterans and their wives (n = 229) were assessed twice, 30–31 (T1) and 35–38 (T2) years after the 1973 Yom Kippur War in Israel, with regard to posttraumatic growth, posttraumatic stress symptoms and dyadic adjustment. Results indicated that posttraumatic growth was associated with both elevated posttraumatic stress symptoms and low dyadic adjustment among both husbands and wives. Posttraumatic stress symptoms at T1 and T2 mediated the association between posttraumatic growth and dyadic adjustment. Wives' posttraumatic growth at T1 predicted posttraumatic growth and dyadic adjustment of the husbands at T2. The higher the wives' posttraumatic growth, the higher the posttraumatic growth and the lower the dyadic adjustment of the husbands in the subsequent measure. The findings suggest that posttraumatic growth reflects defensive beliefs which undermine marital relationships and that posttraumatic growth might be transmitted between spouses and implicated in the deterioration of the marital relationship over time.