Teacher–student relationships, stress, and psychosocial functioning during early adolescence

Abstract

Early adolescence is a time of increased stress and risk for poorer psychosocial functioning, but few studies have explored the relationship between stress and psychosocial functioning in the context of teacher–student relationships during early adolescence. This study used a two‐wave longitudinal design to investigate the unique and interactive effects of stress and teacher–student relationships on anxiety/depression, aggression, and rule‐breaking behaviors. The sample included 288 sixth‐ and seventh‐grade students (Mage = 12.01; 54% females; 47% Black, 36% White, 9% Hispanic) and their parents and teachers. Student‐perceived stress and teacher‐reported teacher–student conflict were related to more aggressive and rule breaking behaviors at Wave 1; perceived stress also predicted more anxiety/depression symptoms at Wave 1. Further, teacher‐reported teacher–student closeness predicted less aggressive behaviors over time. The findings suggest that interventions that promote stress management and positive teacher–student relationships may reduce adjustment problems concurrently and over time among early adolescents.

Psychological mechanisms of English academic stress and academic burnout: the mediating role of rumination and moderating effect of neuroticism

“…Educators can foster a supportive and inclusive classroom environment that encourages open communication and peer support ( Wu et al, 2021 ). Building strong teacher-student relationships and promoting a sense of belonging can provide a protective factor against academic stress for all students ( Keane et al, 2023 ).…”

“…Educators can foster a supportive and inclusive classroom environment that encourages open communication and peer support (Wu et al, 2021). Building strong teacher-student relationships and promoting a sense of belonging can provide a protective factor against academic stress for all students (Keane et al, 2023). Secondly, educating students about the concept of rumination and its potential negative consequences can enhance their selfawareness and empower them to adopt more adaptive thinking patterns.…”