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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| Language: | English |
| Authors: | Lin Du, Meng Deng (ORCID |
| Source: | International Journal of Disability, Development and Education. 2026 73(3):484-499. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Teacher Student Relationship, Student Adjustment, Inclusion, Academic Achievement, Test Construction, Elementary School Teachers, Junior High School Teachers, Student Behavior, Peer Relationship, Emotional Response, Test Reliability, Test Validity, Predictor Variables, Teacher Influence |
| Geographic Terms: | China |
| DOI: | 10.1080/1034912X.2025.2528201 |
| ISSN: | 1034-912X 1465-346X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504160 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1034-912X 1465-346X |
| DOI: | 10.1080/1034912X.2025.2528201 |
