Back to Search
Start Over
Investigating the interplay of student-teacher relationships, general anxiety, and school adjustment among Italian primary school children.
- Source :
-
Emotional & Behavioural Difficulties . Mar-Jun2024, Vol. 29 Issue 1/2, p55-69. 15p. - Publication Year :
- 2024
-
Abstract
- School adjustment is an important factor in children's, and research attributes an important role to the quality of the teacher-student relationship in predicting more favourable school adjustment. The purpose of this study is to expand our knowledge of the relationship between teacher-student relationship quality and school adjustment (academic achievement, peer social preference, and problem behaviour) by examining the possible mediating role of general anxiety. We recruited a sample of 1135 Italian primary school students (51.6% girls, aged 6 ~ 10 years, M = 7.7; SD = 0.99) and their teachers who completed an anonymous questionnaire. Results showed that a close teacher-student relationship was significantly and negatively associated with problem behaviours and positively associated with peer social status and academic achievement. Conversely, our data showed that a high-conflict teacher-student relationship was significantly and positively associated with problematic behaviours and negatively associated with peer academic achievement and social status. Our data also suggested a mediating role of general anxiety in explaining the association between a conflictual relationship with the teacher and measures of academic achievement. In this sense, a high-conflict relationship tends to be associated with high levels of general anxiety, which in turn is associated with more in problematic behaviour and worse peer social status and academic achievement. [ABSTRACT FROM AUTHOR]
- Subjects :
- *ELEMENTARY schools
*PSYCHOLOGY of school children
*AFFINITY groups
*QUESTIONNAIRES
*ATTACHMENT behavior
*ANXIETY
*PSYCHOLOGICAL adaptation
*DESCRIPTIVE statistics
*PATH analysis (Statistics)
*SOCIAL status
*ACADEMIC achievement
*TEACHER-student relationships
*DATA analysis software
*CONFIDENCE intervals
Subjects
Details
- Language :
- English
- ISSN :
- 13632752
- Volume :
- 29
- Issue :
- 1/2
- Database :
- Academic Search Index
- Journal :
- Emotional & Behavioural Difficulties
- Publication Type :
- Academic Journal
- Accession number :
- 178651675
- Full Text :
- https://doi.org/10.1080/13632752.2024.2345456