Changes in teacher–student relationships
Article first published online: 22 DEC 2011
©2011 The British Psychological Society
British Journal of Educational Psychology
Volume 82, Issue 4, pages 690–704, December 2012
How to Cite
Gehlbach, H., Brinkworth, M. E. and Harris, A. D. (2012), Changes in teacher–student relationships. British Journal of Educational Psychology, 82: 690–704. doi: 10.1111/j.2044-8279.2011.02058.x
- Issue published online: 2 OCT 2012
- Article first published online: 22 DEC 2011
- Received 22 June 2011; revised version received 19 October 2011
Background. Although teacher–student relationships lie at the heart of students’ schooling experience, fundamental questions regarding these relationships remain unanswered.
Aims. This study investigates three related questions about these relationships: To what extent do they change from the beginning to the end of a school year? Are any emergent changes associated with shifts in students’ academic or motivational outcomes? Are certain ‘upstream’ factors associated with improvements or declines in teacher–student relationships?
Sample. We investigate these questions with a sample of middle school students (N = 119) and their teachers (N = 30).
Methods. Through a novel approach which accounts for both perspectives within teacher–student relationships, we assess these relationships at the beginning and end of the school year. Using multi-level models, we examine how changes in these relationships are associated with changes in students’ grades, homework completion rates, self-efficacy, and effort. In addition, we examine associations with two potential precursors to teacher–student relationships: students’ accuracy in taking their teachers’ perspective and their perceptions of similarity to their teachers.
Results. We find that substantial changes occur in these relationships from the beginning to the end of the year; these changes are associated with shifts in important student outcomes; and changes in students’ social perspective taking accuracy and perceived similarity to their teachers correspond with changes in teacher–student relationships.
Conclusions. Given the malleability of teacher–student relationships and their importance for key achievement and motivational outcomes, we advocate for researchers to conduct field experiments to inform how to improve these critical relationships.