TY - JOUR
T1 - Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement
AU - Sointu, Erkko T.
AU - Savolainen, Hannu
AU - Lappalainen, Kristiina
AU - Lambert, Matthew C.
N1 - Publisher Copyright:
© 2016 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2017/4/21
Y1 - 2017/4/21
N2 - Positive student–teacher relationships are related to students’ academic achievement and behavioural and emotional adjustment. How a student’s behavioural and emotional strengths are associated with these relationships and how the relationships influence students’ academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioural and emotional strengths are stable over a 1-year (r =.78) and 2-year (r =.71) period and that students’ perceptions of student–teacher relationships demonstrated greater change over time (r’s =.54,.35). Behavioural and emotional strengths demonstrated a positive relationship with student–teacher relationships as well as academic achievement (β =.39, p <.01). Strengths were also indirectly associated with academic achievement via student–teacher relationships. Study limitations, implications and future research are discussed.
AB - Positive student–teacher relationships are related to students’ academic achievement and behavioural and emotional adjustment. How a student’s behavioural and emotional strengths are associated with these relationships and how the relationships influence students’ academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioural and emotional strengths are stable over a 1-year (r =.78) and 2-year (r =.71) period and that students’ perceptions of student–teacher relationships demonstrated greater change over time (r’s =.54,.35). Behavioural and emotional strengths demonstrated a positive relationship with student–teacher relationships as well as academic achievement (β =.39, p <.01). Strengths were also indirectly associated with academic achievement via student–teacher relationships. Study limitations, implications and future research are discussed.
KW - Behavioural and emotional strengths
KW - academic achievement
KW - cross-lagged model
KW - longitudinal modelling
KW - student–teacher relationships
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U2 - 10.1080/01443410.2016.1165796
DO - 10.1080/01443410.2016.1165796
M3 - Article
AN - SCOPUS:84961589250
SN - 0144-3410
VL - 37
SP - 457
EP - 467
JO - Educational Psychology
JF - Educational Psychology
IS - 4
ER -