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Teacher-Student Relationship Quality and Social, Academic, and Behavioral Adjustment Are Associated within and between Persons from Kindergarten to Grade 6

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Title: Teacher-Student Relationship Quality and Social, Academic, and Behavioral Adjustment Are Associated within and between Persons from Kindergarten to Grade 6
Language: English
Authors: Sophia W. Magro (ORCID 0000-0002-6923-103X), Daniel Berry (ORCID 0000-0001-7001-7914), Alyssa R. Palmer (ORCID 0000-0003-2365-4958), Glenn I. Roisman (ORCID 0000-0002-6941-6560)
Source: Developmental Psychology. 2026 62(2):475-491.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
National Institute of Mental Health (NIMH) (DHHS/NIH)
National Heart, Lung, and Blood Institute (NHLBI) (DHHS/NIH)
Contract Number: U10HD027040
T32MH126368
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 1
Grade 2
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Descriptors: Teacher Student Relationship, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Interpersonal Competence, Academic Achievement, Child Development, Measures (Individuals), Rating Scales, Achievement Tests, Cognitive Tests, Child Behavior, Check Lists, Elementary School Students
Assessment and Survey Identifiers: Student Teacher Relationship Scale, Social Skills Rating System, Woodcock Johnson Psycho Educational Battery, Child Behavior Checklist
DOI: 10.1037/dev0002030
ISSN: 0012-1649
1939-0599
Abstract: Although the significance of teacher-student relationships for children's development has long been of interest to developmental scientists, few prior studies have used modeling approaches that explicitly document the intraindividual, dynamic processes that link teacher-student relationships with children's adjustment. The present study used bias-adjusted Student-Teacher Relationship Scale (Pianta, 2001) scores to document the within-person developmental processes that link teacher-student relationship quality with key developmental outcomes (including social competence, academic competence, and externalizing and internalizing symptoms) from kindergarten through Grade 6. Data were drawn from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,041; 80.4% White, 12.9% Black, 6.1% Hispanic; 31.5% of mothers had a high school diploma or less). Within- and between-person bivariate associations were estimated using a series of latent curve models with structured residuals. Findings revealed consistent within-year associations with both school and home adjustment. Longitudinal findings suggested that within-person variations in teacher-student relationship quality are associated with subsequent academic functioning and externalizing symptoms. Furthermore, analyses suggested that social competence, academic competence, and externalizing symptoms are associated with subsequent teacher-student relationship quality. Results highlight the dynamic, bidirectional interactions between teacher-student relationships and children's social, academic, and behavioral trajectories over time. Future studies are needed to explore teacher-student relationships and adjustment at different timescales and to understand the extent to which teacher-student relationships are impactful for different students at various levels of developmental risk.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503350
Database: ERIC
FullText Text:
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  Data: Teacher-Student Relationship Quality and Social, Academic, and Behavioral Adjustment Are Associated within and between Persons from Kindergarten to Grade 6
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sophia+W%2E+Magro%22">Sophia W. Magro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6923-103X">0000-0002-6923-103X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel+Berry%22">Daniel Berry</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7001-7914">0000-0001-7001-7914</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alyssa+R%2E+Palmer%22">Alyssa R. Palmer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2365-4958">0000-0003-2365-4958</externalLink>)<br /><searchLink fieldCode="AR" term="%22Glenn+I%2E+Roisman%22">Glenn I. Roisman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6941-6560">0000-0002-6941-6560</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. 2026 62(2):475-491.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Label: Peer Reviewed
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  Data: Y
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  Data: 17
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  Data: 2026
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  Group: SrcSuprt
  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)<br />National Institute of Mental Health (NIMH) (DHHS/NIH)<br />National Heart, Lung, and Blood Institute (NHLBI) (DHHS/NIH)
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  Data: U10HD027040<br />T32MH126368
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Tests%22">Cognitive Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Behavior%22">Child Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink>
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  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Student+Teacher+Relationship+Scale%22">Student Teacher Relationship Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Social+Skills+Rating+System%22">Social Skills Rating System</searchLink><br /><searchLink fieldCode="SU" term="%22Woodcock+Johnson+Psycho+Educational+Battery%22">Woodcock Johnson Psycho Educational Battery</searchLink><br /><searchLink fieldCode="SU" term="%22Child+Behavior+Checklist%22">Child Behavior Checklist</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/dev0002030
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0012-1649<br />1939-0599
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although the significance of teacher-student relationships for children's development has long been of interest to developmental scientists, few prior studies have used modeling approaches that explicitly document the intraindividual, dynamic processes that link teacher-student relationships with children's adjustment. The present study used bias-adjusted Student-Teacher Relationship Scale (Pianta, 2001) scores to document the within-person developmental processes that link teacher-student relationship quality with key developmental outcomes (including social competence, academic competence, and externalizing and internalizing symptoms) from kindergarten through Grade 6. Data were drawn from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,041; 80.4% White, 12.9% Black, 6.1% Hispanic; 31.5% of mothers had a high school diploma or less). Within- and between-person bivariate associations were estimated using a series of latent curve models with structured residuals. Findings revealed consistent within-year associations with both school and home adjustment. Longitudinal findings suggested that within-person variations in teacher-student relationship quality are associated with subsequent academic functioning and externalizing symptoms. Furthermore, analyses suggested that social competence, academic competence, and externalizing symptoms are associated with subsequent teacher-student relationship quality. Results highlight the dynamic, bidirectional interactions between teacher-student relationships and children's social, academic, and behavioral trajectories over time. Future studies are needed to explore teacher-student relationships and adjustment at different timescales and to understand the extent to which teacher-student relationships are impactful for different students at various levels of developmental risk.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1503350
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        Value: 10.1037/dev0002030
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      – Text: English
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        PageCount: 17
        StartPage: 475
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      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
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      – SubjectFull: Grade 3
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      – SubjectFull: Grade 4
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      – SubjectFull: Grade 5
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      – SubjectFull: Grade 6
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Child Development
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      – SubjectFull: Child Behavior Checklist
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      – TitleFull: Teacher-Student Relationship Quality and Social, Academic, and Behavioral Adjustment Are Associated within and between Persons from Kindergarten to Grade 6
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