Teachers' Interpersonal Styles and Academic Performance of Students with Special Educational Needs in Chinese Inclusive Schools: The Mediating Role of School Adjustment.
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| Title: | Teachers' Interpersonal Styles and Academic Performance of Students with Special Educational Needs in Chinese Inclusive Schools: The Mediating Role of School Adjustment. |
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| Authors: | Du, Lin1 (AUTHOR), Deng, Meng2 (AUTHOR), Xie, Zhengli3 (AUTHOR) xiezhengli03@163.com |
| Source: | International Journal of Disability, Development & Education. Apr2026, Vol. 73 Issue 3, p484-499. 16p. |
| Subject Terms: | *Education of children with disabilities, *Psychology of teachers, *Students with disabilities, *Mainstreaming in special education, *Academic achievement, *Special education schools, *Interpersonal relations, *Needs assessment, *Factor analysis, *Teacher-student relationships, *Theory, *Learning strategies, *Comparative studies, Cross-sectional method, Scale analysis (Psychology), Pearson correlation (Statistics), Research funding, Questionnaires, Statistical sampling, Affinity groups, Multiple regression analysis, Descriptive statistics, Chi-squared test, Psychology, Social adjustment, Psychometrics, Confidence intervals, Data analysis software, Psychosocial factors, Social isolation |
| Geographic Terms: | China |
| Abstract: | Teachers' interpersonal styles and students' school adjustment are important for the academic performance of students with special education needs (SEN). This study aimed to develop an instrument to measure the school adjustment of students with SEN and investigate its mediating role in the relationship between teachers' interpersonal styles and students' academic performance. Six hundred and twenty-five valid questionnaires were collected from inclusive primary and junior high school teachers in China. The findings suggested that the four-factor model of school adjustment (i.e. behavioural, emotional, peer, and learning adjustment) showed good reliability and validity. Teachers' positive interpersonal styles positively predicted students' school adjustment and academic performance, and negative interpersonal styles negatively predicted students' school adjustment. School adjustment positively predicted academic performance. Furthermore, school adjustment partially mediated the effect of teachers' positive interpersonal styles on academic performance. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192434298 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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Apr2026, Vol. 73 Issue 3, p484-499. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education+of+children+with+disabilities%22">Education of children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education+schools%22">Special education schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Needs+assessment%22">Needs assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory%22">Theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Scale+analysis+%28Psychology%29%22">Scale analysis (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Pearson+correlation+%28Statistics%29%22">Pearson correlation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Affinity+groups%22">Affinity groups</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+regression+analysis%22">Multiple regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+adjustment%22">Social adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Social+isolation%22">Social isolation</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Teachers' interpersonal styles and students' school adjustment are important for the academic performance of students with special education needs (SEN). This study aimed to develop an instrument to measure the school adjustment of students with SEN and investigate its mediating role in the relationship between teachers' interpersonal styles and students' academic performance. Six hundred and twenty-five valid questionnaires were collected from inclusive primary and junior high school teachers in China. The findings suggested that the four-factor model of school adjustment (i.e. behavioural, emotional, peer, and learning adjustment) showed good reliability and validity. Teachers' positive interpersonal styles positively predicted students' school adjustment and academic performance, and negative interpersonal styles negatively predicted students' school adjustment. School adjustment positively predicted academic performance. Furthermore, school adjustment partially mediated the effect of teachers' positive interpersonal styles on academic performance. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192434298 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/1034912X.2025.2528201 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 484 Subjects: – SubjectFull: Education of children with disabilities Type: general – SubjectFull: Psychology of teachers Type: general – SubjectFull: Students with disabilities Type: general – SubjectFull: Mainstreaming in special education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Special education schools Type: general – SubjectFull: Interpersonal relations Type: general – SubjectFull: Needs assessment Type: general – SubjectFull: Factor analysis Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Theory Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Cross-sectional method Type: general – SubjectFull: Scale analysis (Psychology) Type: general – SubjectFull: Pearson correlation (Statistics) Type: general – SubjectFull: Research funding Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Statistical sampling Type: general – SubjectFull: Affinity groups Type: general – SubjectFull: Multiple regression analysis Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Chi-squared test Type: general – SubjectFull: Psychology Type: general – SubjectFull: Social adjustment Type: general – SubjectFull: Psychometrics Type: general – SubjectFull: Confidence intervals Type: general – SubjectFull: Data analysis software Type: general – SubjectFull: Psychosocial factors Type: general – SubjectFull: Social isolation Type: general – SubjectFull: China Type: general Titles: – TitleFull: Teachers' Interpersonal Styles and Academic Performance of Students with Special Educational Needs in Chinese Inclusive Schools: The Mediating Role of School Adjustment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Du, Lin – PersonEntity: Name: NameFull: Deng, Meng – PersonEntity: Name: NameFull: Xie, Zhengli IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1034912X Numbering: – Type: volume Value: 73 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Disability, Development & Education Type: main |
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