Teacher-Student Relationships and Adolescent Social-Emotional Competence: A Multicenter Longitudinal Study
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| Title: | Teacher-Student Relationships and Adolescent Social-Emotional Competence: A Multicenter Longitudinal Study |
|---|---|
| Language: | English |
| Authors: | Zhengyi Ma (ORCID |
| Source: | School Psychology. 2026 41(3):329-339. |
| 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: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Junior High Schools Middle Schools |
| Descriptors: | Teacher Student Relationship, Adolescents, Interpersonal Competence, Emotional Response, Educational Environment, Trust (Psychology), High School Students, Individual Characteristics, Predictor Variables, Middle School Students, Foreign Countries |
| Geographic Terms: | China |
| DOI: | 10.1037/spq0000731 |
| ISSN: | 2578-4218 2578-4226 |
| Abstract: | Social-emotional competence plays a pivotal role in adolescent development. Currently, teacher-student relationships are widely recognized as a critical determinant of adolescents' social-emotional competence, yet the underlying mechanisms remain insufficiently explored. This study employed a multicenter longitudinal design to examine the associations and pathways linking teacher-student relationships and adolescents' social-emotional competence, with particular attention to the mediating roles of school climate and interpersonal trust. Using a multicenter, stratified cluster sampling strategy, a longitudinal survey was conducted between June and December 2024 with 793 high school students. The survey instruments assessed demographic characteristics, teacher-student relationships, social-emotional competence, school climate, and interpersonal trust, and the relationships among variables were analyzed through structural equation modeling. Findings indicated that adolescents' social-emotional competence was at a moderate level. Teacher-student relationships positively predicted social-emotional competence, with school climate serving as a mediator between teacher-student relationships and social-emotional competence, while interpersonal trust mediated the link between teacher-student relationships and school climate. Thus, teacher-student relationships were directly related to adolescents' social-emotional competence and also indirectly influenced it through a sequential mediation pathway involving interpersonal trust and school climate. These results underscore the importance of fostering positive teacher-student relationships, strengthening interpersonal trust, and cultivating a supportive school climate to promote adolescents' social-emotional competence. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507605 |
| Database: | ERIC |
| Abstract: | Social-emotional competence plays a pivotal role in adolescent development. Currently, teacher-student relationships are widely recognized as a critical determinant of adolescents' social-emotional competence, yet the underlying mechanisms remain insufficiently explored. This study employed a multicenter longitudinal design to examine the associations and pathways linking teacher-student relationships and adolescents' social-emotional competence, with particular attention to the mediating roles of school climate and interpersonal trust. Using a multicenter, stratified cluster sampling strategy, a longitudinal survey was conducted between June and December 2024 with 793 high school students. The survey instruments assessed demographic characteristics, teacher-student relationships, social-emotional competence, school climate, and interpersonal trust, and the relationships among variables were analyzed through structural equation modeling. Findings indicated that adolescents' social-emotional competence was at a moderate level. Teacher-student relationships positively predicted social-emotional competence, with school climate serving as a mediator between teacher-student relationships and social-emotional competence, while interpersonal trust mediated the link between teacher-student relationships and school climate. Thus, teacher-student relationships were directly related to adolescents' social-emotional competence and also indirectly influenced it through a sequential mediation pathway involving interpersonal trust and school climate. These results underscore the importance of fostering positive teacher-student relationships, strengthening interpersonal trust, and cultivating a supportive school climate to promote adolescents' social-emotional competence. |
|---|---|
| ISSN: | 2578-4218 2578-4226 |
| DOI: | 10.1037/spq0000731 |
