Goetz, Thomas and Bieleke, Maik and Gogol, Katarzyna and van Tartwijk, Jan and Mainhard, Tim and Lipnevich, Anastasiya A and Pekrun, Reinhard (2021) Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction, 71. p. 101349. DOI https://doi.org/10.1016/j.learninstruc.2020.101349
Goetz, Thomas and Bieleke, Maik and Gogol, Katarzyna and van Tartwijk, Jan and Mainhard, Tim and Lipnevich, Anastasiya A and Pekrun, Reinhard (2021) Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction, 71. p. 101349. DOI https://doi.org/10.1016/j.learninstruc.2020.101349
Goetz, Thomas and Bieleke, Maik and Gogol, Katarzyna and van Tartwijk, Jan and Mainhard, Tim and Lipnevich, Anastasiya A and Pekrun, Reinhard (2021) Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction, 71. p. 101349. DOI https://doi.org/10.1016/j.learninstruc.2020.101349
Abstract
Relationship quality and emotional experience are both important constructs in learning environments but the question of how they are linked requires more attention in empirical research. We hypothesized reciprocal associations between student-teacher relationship quality (i.e., interpersonal closeness) and students' emotions in the classroom (i.e., enjoyment, pride, anxiety, anger, boredom, and shame). Data from a two-wave longitudinal study with annual assessments in grade 10 (Time 1) and 11 (Time 2) were used to test this hypothesis (N = 535; mean age at Time 1: 16.7 years, SD = 0.6). Student-perceived relationship quality and students’ emotions were assessed in the academic domains of mathematics, German, English, and French. In line with our hypothesis, cross-lagged panel models showed reciprocal associations: Higher relationship quality was associated with stronger positive emotions and weaker negative emotions over time. In turn, lower negative emotions and higher positive emotions were associated with higher relationship quality. The association between initial emotions and student-teacher relationship quality one year later was stronger than the reverse association. Further, the links between relationship quality and emotions were largely equivalent across school domains but differed in strength across emotions. Implications for future research and educational practice are discussed.
Item Type: | Article |
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Uncontrolled Keywords: | Student-teacher relationship; Interpersonal closeness; Emotions; Achievement; Longitudinal study |
Divisions: | Faculty of Science and Health Faculty of Science and Health > Psychology, Department of |
SWORD Depositor: | Unnamed user with email elements@essex.ac.uk |
Depositing User: | Unnamed user with email elements@essex.ac.uk |
Date Deposited: | 08 Dec 2022 10:54 |
Last Modified: | 30 Oct 2024 17:04 |
URI: | http://repository.essex.ac.uk/id/eprint/32620 |
Available files
Filename: 2021_Goetz-et-al_GettingAlongAndFeelingGood.pdf
Licence: Creative Commons: Attribution-Noncommercial-No Derivative Works 3.0