The association between student–teacher relationship quality and school liking: A small-scale 1-year longitudinal study

2023/05/12 by Robert Thornberg, Eva Hammar Chiriac, Camilla Forsberg +1 · 1 voice
Social Sciences · Psychology · #Early Childhood Education and Development #Motivation and Self-Concept in Sports #Bullying, Victimization, and Aggression

paper · pdf · doi:10.1080/2331186x.2023.2211466

openalex publication_date 2023/05/12 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/16

Abstract

This 1-year longitudinal study examined the association between student—teacher relationship quality and school liking in a sample of 234 students from two public schools in Sweden, who completed an online questionnaire on two separate occasions. The age range was 9–15 years in Time 1 and 10–16 years in Time 2. A path analysis showed that students who were younger, liked their school more, and had more positive, warm, and supportive relationships with their teachers were more inclined to score high in school liking one year later. In addition, younger students and students who liked their school and had better relationships with their teachers at Time 1 were inclined to have better relationships with their teachers one year later.

Citations

• Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement
• Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness
• Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study
• <i>The Logic of Scientific Discovery</i>
• Associations between Student–Teacher Relationship Quality, Class Climate, and Bullying Roles: A Bayesian Multilevel Multinomial Logit Analysis

Discussions

• In this longitudinal study, we found that students who had more positive, warm and supportive relationships with their teachers tended to like their school more over time, even when controlling for th [bsky, 1 points, 0 comments]

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