On the Examination of Longitudinal Trends Between Teacher–Student Relationship Quality and Social Skills During Elementary School

Abstract

Research suggests that the quality of interactions and relationships teachers share with students and students’ social skills are interrelated, but it is less clear if this relationship is bidirectional or consistent across elementary school. The purpose of this research study was to estimate the possible longitudinal and reciprocal effects of teacher–student relationship quality (TSRQ) and social skills for kindergarten through third grade students. Longitudinal reciprocal relations between teacher-rated closeness and conflict, and student interpersonal and self-control skills were estimated to examine the strength and direction of associations in a large, nationally representative longitudinal sample (N = 12,507, ECLS-K:2011). Structural equation modeling was used to test a panel model of reciprocal, longitudinal effects of TSRQ and social skills. Main results suggest that the small to moderate effects of teacher–student closeness on student’s interpersonal skills are bidirectional (β’s = 0.07 to 0.15). Additionally, the moderate to large effects teacher–student conflict on student’s self-control skills are bidirectional (β’s = −0.12 to −0.35). Prior teacher–student conflict also had large negative effects on subsequent interpersonal skills, but not vice versa (β’s = −0.25 to −0.28). Implications of the findings and ways to improve relationship climate and student outcomes are discussed.

Impact Statement

The quality of teacher–student relationships and a student’s social skills are reciprocally related from kindergarten to third grade, after controlling for differences due to race, gender, and socioeconomic status. Teacher–student closeness and students’ interpersonal skills have bidirectional relations. Additionally, teacher–student conflict and students’ self-control skills have bidirectional relations.

Keywords:

• teacher-student relationships
• social skills
• elementary
• SEM
• longitudinal

Associate Editor:

• Scott Grave

Additional information

Notes on contributors

Daniel B. Hajovsky

Daniel B. Hajovsky, PhD, is an Assistant Professor and Chair of the Division of Counseling and Psychology in Education at the University of South Dakota. He also serves as Codirector of the School of Education Research Center. Dr. Hajovsky is an Associate Editor at Journal of School Psychology and Journal of Psychoeducational Assessment and is currently a Nationally Certified School Psychologist and licensed psychologist. Dr. Hajovsky’s research focuses on understanding the psychological and contextual factors that influence educational outcomes for children as well as developing ways to improve specific learning disability identification practices.

Steven R. Chesnut

Steven R. Chesnut, PhD, is an Assistant Professor of Human Development and Educational Psychology and Codirector of the School of Education Research Center. Dr. Chesnut’s research focuses on student achievement and assessment for diagnostic purposes, adapting advanced quantitative methods in emerging areas of inquiry, and teacher development, longevity, and use of culturally responsive practices.

Kate A. Helbig,

Kate A. Helbig, PhD, is an Assistant Professor in the School Psychology program at the University of South Dakota. She is currently a Board Certified Behavior Analyst (BCBA-D). Dr. Helbig’s research is related to the application of behaviorally oriented interventions within educational environments. She is interested in increasing the frequency with which school personnel are able to implement evidence-based behavioral interventions to improve the lives of students in meaningful ways, particularly in the areas of social skills training, peer-management interventions, and transition services for individuals with developmental disabilities.

Shanel M. Goranowski

Shanel M. Goranowski is a School Psychologist Intern currently contracted through the Educational Service Unit 1 Cooperative of Nebraska. She currently works with the UmoⁿHoⁿ Nation tribe’s school district in Macy, NE, and completed her practicum experience with the Ho-Chunk tribe in Winnebago, NE. Additionally, Shanel works for Upward Bound teaching mental health courses to Native American high school students across South Dakota. Previous to her internship experience, Shanel worked for disability services at the University of South Dakota. Shanel’s practice and research interests include best practices for cultural competence when working with diverse communities, as well as translating these practices into successful transitions after K–12 education and positive life outcomes for students.