LSB-V

Teacher- student relationship in students with externalizing and internalizing behavior problems

The teacher- student relationship is highly relevant in the school context. The positive effect of a supportive LSB characterized by closeness and warmth on the academic, social and emotional development of pupils as well as on the professional satisfaction and mental health of teachers has been consistently demonstrated in empirical studies (e.g. e.g. Aldrup, Klusmann, Lüdtke, Göllner & Trautwein, 2018; Curby, Brock & Hamre, 2013; Roorda, Jak, Zee, Oort & Koomen, 2017; Spilt, Koomen & Thijs, 2011; Tian, Tian & Huebner, 2016).

On the other hand, high-conflict LSB correlates with learning and behavioral problems as well as school dropout (e.g. Lei, Cui & Chiu, 2016; Roorda et al., 2017). With regard to the development of the quality of LSB over time and the role of behavioural problems on the student side, study findings point to differential effects of externalizing and internalizing behavioural problems (Roorda, Verschueren, Vancraeyveldt, Van Craeyevelt & Colpin, 2014) as well as differences between general and special schools (Breeman et al., 2015). In the German-speaking world, and particularly in the context of externalizing and internalizing behavioural problems, there is a lack of empirical analysis of these relationships and the development, adaptation and evaluation of interventions that promote relationships.

In this context, the project explores the following key questions:

• How can the quality of LSB (for students with behavioral problems) be recorded in German?
• How do the relationship partners perceive LSB? To what extent do variables at student and teacher level influence perception?
• What correlations exist between relationship quality and outcomes at student and teacher level?
• To what extent is LSB quality/mental representation of LSB a predictor of student and teacher outcomes?
• How do relationship-enhancing interventions affect LSB and outcomes at student and teacher level?

To date, the project has focused on the translation and validation of the German version of the Student Perception of Affective Relationship with Teacher Scale (SPARTS; Koomen & Jellesma, 2015), the translation and adaptation of the Teacher Relationship Interview (TRI; Spilt & Koomen, 2009) including the accompanying and training materials, as well as preparations and pilot studies for the Adaptation, implementation and evaluation of measures to promote relationships.

Duration: since 03/01/2020

• Prof. Dr. Tatjana Leidig (Europa-Universität Flensburg)
• Prof. Dr. Thomas Hennemann (University of Cologne)
• Prof. Dr. Charlotte Hanisch (University of Cologne)

• Vertr.-Prof. Dr. Tijs Bolz (Carl von Ossietzky University of Oldenburg)
• Prof. Dr. Helma Koomen (University of Amsterdam)
• Prof. Dr. Gino Casale (University of Wuppertal)
• Dr. Alex Neuhauser (HfH Zurich)
• Dr. Lars Mohr (HfH Zurich)

• Vösgen-Nordloh, M., Leidig, T., Casale, G., Hennemann, T., Koomen, H. & Bolz, T. (2023). Mental health problems and dyadic teacher-student relationships in German special and regular schools. How relevant are teacher- and student-perceived relationship quality and the disagreements of both perspectives? Empirische Sonderpädagogik, 15, 252–274. https://doi.org/10.25656/01:29029; 10.2440/003-0010
• Vösgen, M., Bolz, T., Casale, G., Hennemann, T. & Leidig, T. (2023). Diskrepanzen in der Lehrkraft- und Schüler:innenwahrnehmung der dyadischen Beziehung und damit verbundene Unterschiede der psychosozialen Probleme an Förderschulen für Emotionale und soziale Entwicklung. Wissenschaftliche Jahreszeitschrift Emotionale und Soziale Entwicklung (ESE) in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen, 5, 104–123. https://doi.org/10.35468/6021-07
• Leidig, T., Bolz, T., Niemeier, É., Nitz, J. & Casale, G. (2021). Erfassung der Lehrer*innen-Schüler*innen-Beziehung - ein Überblick über Erhebungsverfahren und -instrumente für die (sonder-)pädagogische Forschung und Praxis. Wissenschaftliche Jahreszeitschrift Emotionale und Soziale Entwicklung (ESE) in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen, 3, 30–51. https://doi.org/10.35468/5903-03
• Vösgen-Nordloh, M., Kulawiak, P., Bolz, T., Koomen, H., Hennemann, T. & Leidig, T. (2024). Why not ask them? A systematic review on dyadic teacher-student relationships as perveived by student with emotional and behavioral disorders. Frontiers in Education. https://doi.org.10.3389/feduc.2024.1430959