Research Findings: The current study aimed to explore the independent and interactive roles of individual student-teacher relationship quality and classroom-level self-regulatory supports in kindergarten for children's self-regulatory skills in kindergarten and first grade. We did so using multiple measures of children's self-regulation, drawn…

In this study, we employed the chain mediation model to examine the associations between teacher-student relationships, resilience, learning engagement, and subjective happiness among left-behind children (LBC). A sample of 431 LBC from southwestern China was assessed at three different time points at six-month intervals. The Subjective Happiness…

Teacher-student relationship and students' social competence were investigated in relation to the quality of educational dialogue. The data consisted of 151 video-recorded Grade 2 lessons. The teachers (N = 50) also rated their students' (N = 664) social competence and the teacher-student relationship. In terms of teacher-student relationships,…

This study examined gender differences in the associations among teacher-student relationships and three types of school engagement (i.e. behavioural engagement, emotional engagement, and cognitive engagement) among elementary students by using Multi-Group Structural Equation Modelling (MGSEM). For both boys and girls, negative teacher-student…

A rapidly growing body of research indicates that the quality of children's relationships with teachers can affect students' emotional, behavioral, and school related adjustment. The vast majority of this research has relied on measures that assess teacher--rather than student--perceptions of these relationships. In this study, we administered a…

Disruptive behavior disorders in childhood are increasingly pervasive and associated with numerous, negative long-term outcomes. The current study examined whether adding a brief, home-visitation intervention to an existing, multi-component (child and teacher) intervention, would improve social-emotional and behavioral outcomes for young children…

Student-teacher relationships (STRs) and socioeconomic status (SES) are two widely studied variables that have been found to predict reading achievement in the early grades. The current study extends the literature by investigating the interaction between STRs, measured using the STR Scale completed by teachers, and SES on reading achievement…

The importance of math achievement in the early grades has been well documented. Two variables that have independently been found to be strong predictors of math achievement are student-teacher relationships (STR) and socioeconomic status (SES). The present study investigates the interaction between STR and SES on student math achievement using…

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…

Studies with extensive observations of real-life emotions at school are rare but might be especially useful for predicting school-related outcomes. This study evaluated observations of negative emotion expressivity in lunch and recreation settings across kindergarten, first grade, and second grade (N = 301), kindergarten teachers' reports of…

This study investigated associations between quality of the teacher-student relationship (closeness and conflict) and teachers' (N = 48) visual focus of attention in Grade 1 classrooms in fall and spring, and it explored to what extent students' (N = 650) gender and task-avoidant behaviour moderated the associations. Results showed first that…

A close student-teacher relationship is a protective factor for students' psychological well-being, and it is associated with students' internalizing and externalizing symptoms, but the mechanism underlying this association is unclear. To address this issue, this study investigated the role of children's hope in the relationship between teachers'…

This study investigated how teachers' perceptions of their psychological need stisfaction, teacher-student relationships and students' perceptions of well-being relate to students' emotional and behavioral difficulties. One-hundred eighty-three elementary teachers with an average of 23 years of teaching experience, completed the Basic Need…

This study compared the academic achievement and teacher-student relationship of students who remained with the same teacher for two consecutive years in so-called looping classrooms (n = 98), to their peers in traditional one-year classrooms (n = 94). Contrary to prior research on the topic, this study used a strict protocol to ensure that…

Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (M[subscript age] = 41.5) and 5200 children…