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

师生关系（TSR）是成功的教/学过程中最关键但也是最复杂的决定因素之一。可能正是由于这种复杂性，在实证研究方法的层面和理论构建的层面上都存在着重大的局限性。特别是，缺乏包括所有相关行为者及其相互作用的互惠性的理论模型，同时也考虑到调解过程，以及制度条件因素和社会文化背景因素，以及态度和教/学特征，决定TSR。此外，以往的实证研究大多只考虑了脱离复杂相互作用的个体方面。我们将描述TSR的模型合并为一个模型，并基于参与的学生和教师的问卷调查数据，使用纵向研究设计（四个测量点）在两个子项目中对其进行实证验证，以解决这些理论和实证局限性。具体而言，将使用随机截点交叉滞后面板模型来研究TSR与教师专业能力之间的相互关系（子项目I: Rebecca Lazarides指导下的波茨坦大学）以及LSB与学生学术发展之间的相互关系（子项目II: Diana Raufelder指导下的Greifswald大学）。此外，纵向多层模型将提供信息，说明教师的态度和专业特征（子项目I）和学生的态度和学习特征（子项目II）在多大程度上影响互动伙伴的关系行为以及个人和班级层面的相关互动过程。最后，中介分析将用于检查教师（子项目I）和学生（子项目II）的心理过程（如情绪、动机），这些心理过程在互动伙伴的关系行为的特定维度与TSR的学术和心理后果之间进行中介。此外，制度条件因素和社会文化背景因素将被认为是潜在的调节因素。我们的研究结果将有助于更好地理解TSR及其在学习者的学业发展以及教师的社会情感和认知发展中的作用。因此，它们与研究者以及教师教育和学校实践高度相关。

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.