View in EDS

Teacher-Student Relationships and Adolescent Social-Emotional Competence: A Multicenter Longitudinal Study

Saved in:
Bibliographic Details
Title: Teacher-Student Relationships and Adolescent Social-Emotional Competence: A Multicenter Longitudinal Study
Language: English
Authors: Zhengyi Ma (ORCID 0009-0007-2314-0662), Hangna Qiu, Juntong Jing, Yongkang Fu, Dongrun Liu, Mengdan Han, Naze Xie, Jie Liu, Chaoran Chen (ORCID 0000-0002-6237-2999)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1507605
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teacher-Student Relationships and Adolescent Social-Emotional Competence: A Multicenter Longitudinal Study
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Zhengyi+Ma%22">Zhengyi Ma</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-2314-0662">0009-0007-2314-0662</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hangna+Qiu%22">Hangna Qiu</searchLink><br /><searchLink fieldCode="AR" term="%22Juntong+Jing%22">Juntong Jing</searchLink><br /><searchLink fieldCode="AR" term="%22Yongkang+Fu%22">Yongkang Fu</searchLink><br /><searchLink fieldCode="AR" term="%22Dongrun+Liu%22">Dongrun Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Mengdan+Han%22">Mengdan Han</searchLink><br /><searchLink fieldCode="AR" term="%22Naze+Xie%22">Naze Xie</searchLink><br /><searchLink fieldCode="AR" term="%22Jie+Liu%22">Jie Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Chaoran+Chen%22">Chaoran Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6237-2999">0000-0002-6237-2999</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22School+Psychology%22"><i>School Psychology</i></searchLink>. 2026 41(3):329-339.
– Name: Avail
  Label: Availability
  Group: Avail
  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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary 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>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/spq0000731
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2578-4218<br />2578-4226
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1507605
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507605
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1037/spq0000731
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 329
    Subjects:
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Trust (Psychology)
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Teacher-Student Relationships and Adolescent Social-Emotional Competence: A Multicenter Longitudinal Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Zhengyi Ma
      – PersonEntity:
          Name:
            NameFull: Hangna Qiu
      – PersonEntity:
          Name:
            NameFull: Juntong Jing
      – PersonEntity:
          Name:
            NameFull: Yongkang Fu
      – PersonEntity:
          Name:
            NameFull: Dongrun Liu
      – PersonEntity:
          Name:
            NameFull: Mengdan Han
      – PersonEntity:
          Name:
            NameFull: Naze Xie
      – PersonEntity:
          Name:
            NameFull: Jie Liu
      – PersonEntity:
          Name:
            NameFull: Chaoran Chen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2578-4218
            – Type: issn-electronic
              Value: 2578-4226
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: School Psychology
              Type: main
ResultId 1