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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
Language: English
Authors: Lin Du, Meng Deng (ORCID 0000-0002-7148-9101), Zhengli Xie (ORCID 0000-0003-3788-9811)
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
FullText Text:
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  Label: Title
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  Data: 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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  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lin+Du%22">Lin Du</searchLink><br /><searchLink fieldCode="AR" term="%22Meng+Deng%22">Meng Deng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7148-9101">0000-0002-7148-9101</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhengli+Xie%22">Zhengli Xie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3788-9811">0000-0003-3788-9811</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Disability%2C+Development+and+Education%22"><i>International Journal of Disability, Development and Education</i></searchLink>. 2026 73(3):484-499.
– Name: Avail
  Label: Availability
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  Data: 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
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Teachers%22">Junior High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Influence%22">Teacher Influence</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
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  Data: 10.1080/1034912X.2025.2528201
– Name: ISSN
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  Data: 1034-912X<br />1465-346X
– 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.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1504160
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        Value: 10.1080/1034912X.2025.2528201
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      – Text: English
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      Pagination:
        PageCount: 16
        StartPage: 484
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Student Adjustment
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Test Construction
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Junior High School Teachers
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Test Reliability
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      – SubjectFull: Test Validity
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      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Teacher Influence
        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
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            – TitleFull: International Journal of Disability, Development and Education
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