Psychological Studies of Teacher–Student Relationships: Factors, Conditions and Consequences

Dear Colleagues,

A wealth of psychological research around the world in every school order has demonstrated the crucial importance of interpersonal relationships between teachers and their pupils for children’s well-being and school adaptation. To this body of research a seminal contribution has come from attachment theory, showing that some dimensions of the student–teacher relationship, namely closeness, conflict, and dependency, are fundamental for children’s well-being and motivation. Initially based on teacher reports, studies have subsequently addressed the points of view of children themselves, thanks to the use of suitable tools such as individual interviews and drawings, and their convergence with those of adults. Many personal factors underlying the relationship have been examined, both in terms of students’ characteristics, such as deviant behavior or intellectual limitations, and of teachers’ personalities and abilities.

While these extant lines of research are still open for new contributions, other aspects of the student–teacher relationship have been studied less: teachers’ feelings and their effects; the interface between interactions, relationships, and contexts; the comparative evaluation of different theoretical proposals; and interdisciplinary ideas suggested from a sociological or philosophical standpoint. Furthermore, applications from basic findings to teacher training and classroom interventions are still at their beginning.

This Special Issue aims to elaborate on two complementary perspectives: macro and micro. We hope to receive studies on contextual factors at various levels: culture, values, religious traditions, school legislation and management, school–family communication, and classroom climate. We also hope to receive studies focused on didactic interactions (e.g., teacher–student communication, and disciplinary events), teachers’ abilities (e.g., emotional intelligence, overall competence), and their intertwining with dyadic relationships. Empirical contributions as well as reviews and theoretical discussions will also be welcome.

Empirical contributions as well as reviews and theoretical discussions will be welcome.

You may choose our Joint Special Issue in Children.

Dr. Anna Di Norcia
Dr. Anna Silvia Bombi
Guest Editors

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• teacher–student dyad
• interpersonal relationships in school
• personal characteristics
• students' and teachers' well-being
• academic success