LSB-V

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.