Attitudes and behaviors in the teacher-student relationship: a theoretical model conceptualization of reciprocal relationships between teachers and learners

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The teacher-student relationship (TSR) is one of the most crucial but also most complex determinants of successful teaching/learning processes. It is probably due to this complexity that there are significant limitations both at the level of empirical research approaches and at the level of theory building. In particular, there is a lack of theory models that include all the actors involved and the reciprocity of their interaction, while also taking into account mediation processes that, together with institutional conditioning factors and socio-cultural contextual factors, as well as attitudes and teaching/learning characteristics, determine TSR. Moreover, previous empirical studies have mostly considered only individual aspects detached from the complex interaction. We address these theoretical and empirical limitations in our research project by combining models for describing TSR into one model and empirically validating it in two subprojects using a longitudinal research design (fourmeasurement points) based on questionnaire data of participating students and teachers. In detail, random-intercept cross-lagged panel models will be used to investigate the reciprocal relationships between TSR and teachers' professional competencies (Subproject I: University of Potsdam under the direction of Rebecca Lazarides) and between LSB and students' academic development (Subproject II: University of Greifswald under the direction of Diana Raufelder). In addition, longitudinal multilevel models will provide information on the extent to which teachers' attitudes and professional characteristics (Subproject I) and students' attitudes and learning characteristics (Subproject II) influence the relational behavior of both interaction partners and the associated interaction process at the individual and class level. Finally, mediation analyses will be used to examine the psychological processes (e.g., emotions, motivation) on the part of the teacher (Subproject I) and on the part of the students (Subproject II) that mediate between specific dimensions of the relational behavior of both interaction partners and the academic as well as psychological consequences of TSR. Additionally, institutional conditioning factors and socio-cultural contextual factors will be considered as potential moderators. The results of our studies will lead to a better understanding of TSR and its role in learners' academic development as well as in teachers' socio-emotional and cognitive development. Thus, they are highly relevant for researchers as well as for teacher education and school practice.