Psychological Development and Education ›› 2007, Vol. 23 ›› Issue (4): 77-82.

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The Characteristics of Teacher-Student Relationships and its Relationship with School Adjustment of Students

ZOU Hong1, QU Zhi-yong2, YE Yuan1   

  1. 1. The Institute of Developmental Psychology, Beijing Normal University, Beijing 100875;
    2. Institute of Social Development & Public Policy, Beijing Normal University, Beijing 100875
  • Online:2007-10-15 Published:2007-10-15

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Abstract: 665 students from grade 5 to grade 9 participated the study.The results were as follows: (1) Three distinctive types of teacher-student relationship were identified: cohesive,average and conflict.(2) There are significant grade differences in each dimension of teacher-student relationship,and gender differences on conflict dimension.Students with cohesive teacher-student relationship had higher scores on school liking,learning interests,learning self-confidence and learning self-efficiency and lower scores on school avoiding than students the other two types.(3) Teacher-student relationship can significantly predicted students in their school liking and avoiding,learning behavior and prosocial behavior but the direct effect on learning behavior was lower than the indirect effect.It was suggested that school liking and avoiding had partial mediate effects on teacher-student relationship and students in their learning and social behaviors.

Key words: primary and middle school students, teacher-student relationships, school adjustment 82

CLC Number: 

  • G444
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