Investigating the interplay of student-teacher relationships, general anxiety, and school adjustment among Italian primary school children

References

• Angold, A., E. J. Costello, and A. Erkanli. 1999. “Comorbidity.” The Journal of Child Psychology and Psychiatry and Allied Disciplines 40 (1): 57–87. https://doi.org/10.1111/1469-7610.00424.
   PubMed Web of Science ®Google Scholar
• Baartmans, J. M., F. J. van Steensel, L. Mobach, T. A. Lansu, G. Bijsterbosch, I. Verpaalen, and A. M. Klein. 2020. “Social Anxiety and Perceptions of Likeability by Peers in Children.” British Journal of Developmental Psychology 38 (2): 319–336. https://doi.org/10.1111/bjdp.12324.
   PubMed Web of Science ®Google Scholar
• Baker, J. A. 2006. “Contributions of Teacher–Child Relationships to Positive School Adjustment During Elementary School.” Journal of School Psychology 44 (3): 211–229. https://doi.org/10.1016/j.jsp.2006.02.002.
   Web of Science ®Google Scholar
• Berchiatti, M., L. Badenes-Ribera, A. Ferrer, C. Longobardi, and F. G. M. Gastaldi. 2020. “School Adjustment in Children Who Stutter: The Quality of the Student-Teacher Relationship, Peer Relationships, and children’s Academic and Behavioral Competence.” Children and Youth Services Review 116:105226. https://doi.org/10.1016/j.childyouth.2020.105226.
   Web of Science ®Google Scholar
• Bosman, R. J., M. Zee, P. F. de Jong, and H. M. Koomen. 2021. “Using Relationship-Focused Reflection to Improve Teacher–Child Relationships and teachers’ Student-Specific Self-Efficacy.” Journal of School Psychology 87:28–47. https://doi.org/10.1016/j.jsp.2021.06.001.
   PubMed Web of Science ®Google Scholar
• Bowlby, J. 1982. “Attachment and Loss: Retrospect and Prospect.” American Journal of Orthopsychiatry 52 (4): 664. https://doi.org/10.1111/j.1939-0025.1982.tb01456.x.
   PubMed Web of Science ®Google Scholar
• Bubier, J. L., and D. A. Drabick. 2009. “Co-Occurring Anxiety and Disruptive Behavior Disorders: The Roles of Anxious Symptoms, Reactive Aggression, and Shared Risk Processes.” Clinical Psychology Review 29 (7): 658–669. https://doi.org/10.1016/j.cpr.2009.08.005.
   PubMed Web of Science ®Google Scholar
• Buyse, E., K. Verschueren, P. Verachtert, and J. V. Damme. 2009. “Predicting School Adjustment in Early Elementary School: Impact of Teacher-Child Relationship Quality and Relational Classroom Climate.” The Elementary School Journal 110 (2): 119–141. https://doi.org/10.1086/605768.
   Web of Science ®Google Scholar
• Carey, E., F. Hill, A. Devine, and D. Szücs. 2016. “The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance.” Frontiers in Psychology 6: 1987. https://doi.org/10.3389/fpsyg.2015.01987.
   PubMed Web of Science ®Google Scholar
• Carlson, G. A., and D. P. Cantwell. 1980. “Unmasking Masked Depression in Children and Adolescents.” The American Journal of Psychiatry 137 (4): 445–449.
   PubMed Web of Science ®Google Scholar
• Cartwright-Hatton, S., K. McNicol, and E. Doubleday. 2006. “Anxiety in a Neglected Population: Prevalence of Anxiety Disorders in Pre-Adolescent Children.” Clinical Psychology Review 26 (7): 817–833. https://doi.org/10.1016/j.cpr.2005.12.002.
   PubMed Web of Science ®Google Scholar
• Coie, J. D., K. A. Dodge, and H. Coppotelli. 1982. “Dimensions and Types of Social Status: A Cross-Age Perspective.” Developmental Psychology 18 (4): 557. https://doi.org/10.1037/0012-1649.18.4.557.
   Web of Science ®Google Scholar
• Crum, K. I., D. A. Waschbusch, and M. T. Willoughby. 2016. “Callous-Unemotional Traits, Behavior Disorders, and the Student–Teacher Relationship in Elementary School Students.” Journal of Emotional and Behavioral Disorders 24 (1): 16–29. https://doi.org/10.1177/1063426615569533.
   Web of Science ®Google Scholar
• Demirtaş-Zorbaz, S., and T. Ergene. 2019. “School Adjustment of First-Grade Primary School Students: Effects of Family Involvement, Externalizing Behavior, Teacher and Peer Relations.” Children and Youth Services Review 101:307–316. https://doi.org/10.1016/j.childyouth.2019.04.019.
   PubMed Web of Science ®Google Scholar
• Drabick, D. A., T. H. Ollendick, and J. L. Bubier. 2010. “Co‐Occurrence of ODD and Anxiety: Shared Risk Processes and Evidence for a Dual‐Pathway Model.” Clinical Psychology Science & Practice 17 (4): 307–318. https://doi.org/10.1111/j.1468-2850.2010.01222.x.
   PubMed Web of Science ®Google Scholar
• Drugli, M. B., C. Klökner, and B. Larsson. 2011. “Do Demographic Factors, School Functioning, and Quality of Student–Teacher Relationships As Rated by Teachers Predict Internalising and Externalising Problems Among Norwegian Schoolchildren?” Evaluation & Research in Education 24 (4): 243–254. https://doi.org/10.1080/09500790.2011.626033.
   Google Scholar
• Duchesne, S., F. Vitaro, S. Larose, and R. E. Tremblay. 2008. “Trajectories of Anxiety During Elementary-School Years and the Prediction of High School Noncompletion.” Journal of Youth & Adolescence 37:1134–1146. https://doi.org/10.1007/s10964-007-9224-0.
   Web of Science ®Google Scholar
• Fabris, M. A., and C. Longobardi. 2023. “Editorial: Towards 2030: Sustainable Development Goal 16: Peace, Justice, and Strong Institutions. An Educational Perspective.” Frontiers in Education 7 (January): 1130832. https://doi.org/10.3389/feduc.2022.1130832.
   Google Scholar
• Fabris, M. A., D. Roorda, and C. Longobardi. 2022, October. “Student-Teacher Relationship Quality Research: Past, Present and Future.” Frontiers in Education 7:1049115. https://doi.org/10.3389/feduc.2022.1049115.
   Google Scholar
• Farmer, T. W., M. M. Lines, and J. V. Hamm. 2011. “Revealing the Invisible Hand: The Role of Teachers in children’s Peer Experiences.” Journal of Applied Developmental Psychology 32 (5): 247–256. https://doi.org/10.1016/j.appdev.2011.04.006.
   Web of Science ®Google Scholar
• Ferreira, T., J. Cadima, M. Matias, T. Leal, and P. M. Matos. 2021. “Teacher-Child Dependency in Preschool: Links with Teacher-Child Closeness, Conflict and Children’s Effortful Control.” Attachment & Human Development 23 (5): 540–555. https://doi.org/10.1080/14616734.2020.1752438.
   PubMed Web of Science ®Google Scholar
• Fishstrom, S., H. H. Wang, B. H. Bhat, J. Daniel, J. Dille, P. Capin, and S. Vaughn. 2022. “A Meta-Analysis of the Effects of Academic Interventions on Academic Achievement and Academic Anxiety Outcomes in Elementary School Children.” Journal of School Psychology 92:265–284. https://doi.org/10.1016/j.jsp.2022.03.011.
   PubMed Web of Science ®Google Scholar
• Fraire, M., C. Longobardi, L. E. Prino, E. Sclavo, and M. Settanni. 2013. “Examining the Student-Teacher Relationship Scale in the Italian Context: A Factorial Validity Study.” Electronic Journal of Research in Educational Psychology 11 (31): 851–882. https://doi.org/10.14204/ejrep.31.13068.
   Google Scholar
• Goetz, T., M. Bieleke, K. Gogol, J. van Tartwijk, T. Mainhard, A. A. Lipnevich, and R. Pekrun. 2021. “Getting Along and Feeling Good: Reciprocal Associations Between Student-Teacher Relationship Quality and students’ Emotions.” Learning and Instruction 71:101349. https://doi.org/10.1016/j.learninstruc.2020.101349.
   Web of Science ®Google Scholar
• Goodman, R. 1997. “The Strengths and Difficulties Questionnaire: A Research Note.” Journal of Child Psychology and Psychiatry 38 (5): 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x.
   PubMed Web of Science ®Google Scholar
• Granic, I. 2014. “The Role of Anxiety in the Development, Maintenance, and Treatment of Childhood Aggression.” Development and Psychopathology 26 (4pt2): 1515–1530. https://doi.org/10.1017/S0954579414001175.
   PubMedGoogle Scholar
• Hendrickx, M. M., M. T. Mainhard, H. J. Boor-Klip, A. H. Cillessen, and M. Brekelmans. 2016. “Social Dynamics in the Classroom: Teacher Support and Conflict and the Peer Ecology.” Teaching and Teacher Education 53:30–40. https://doi.org/10.1016/j.tate.2015.10.004.
   Web of Science ®Google Scholar
• Hughes, J. N., T. A. Cavell, and V. Willson. 2001. “Further Support for the Developmental Significance of the Quality of the Teacher–Student Relationship.” Journal of School Psychology 39 (4): 289–301. https://doi.org/10.1016/S0022-4405(01)00074-7.
   Web of Science ®Google Scholar
• Husby, S. M., V. Skalická, Z. Li, J. Belsky, and L. Wichstrøm. 2023. “Reciprocal Relations Between Conflicted Student-Teacher Relationship and Children’s Behavior Problems: Within-Person Analyses from Norway and the USA.” Research on Child and Adolescent Psychopathology 51 (3): 331–342. https://doi.org/10.1007/s10802-022-00968-4.
   PubMedGoogle Scholar
• Jellesma, F. C., M. Zee, and H. M. Koomen. 2015. “Children’s Perceptions of the Relationship with the Teacher: Associations with Appraisals and Internalizing Problems in Middle Childhood.” Journal of Applied Developmental Psychology 36:30–38. https://doi.org/10.1016/j.appdev.2014.09.002.
   Web of Science ®Google Scholar
• Kurdi, V., and I. Archambault. 2018. “Student–Teacher Relationships and Student Anxiety: Moderating Effects of Sex and Academic Achievement.” Canadian Journal of School Psychology 33 (3): 212–226. https://doi.org/10.1177/0829573517707906.
   Web of Science ®Google Scholar
• Legkauskas, V., and Š. Magelinskaitė-Legkauskienė. 2021. “Social Competence in the 1st Grade Predicts School Adjustment Two Years Later.” Early Child Development and Care 191 (1): 83–92. https://doi.org/10.1080/03004430.2019.1603149.
   Web of Science ®Google Scholar
• Lei, H., Y. Cui, and M. M. Chiu. 2018. “The Relationship Between Teacher Support and students’ Academic Emotions: A Meta-Analysis.” Frontiers in Psychology 8:2288. https://doi.org/10.3389/fpsyg.2017.02288.
   PubMed Web of Science ®Google Scholar
• Lin, S., M. A. Fabris, and C. Longobardi. 2022. “Closeness in Student–Teacher Relationships and students’ Psychological Well-Being: The Mediating Role of Hope.” Journal of Emotional and Behavioral Disorders 30 (1): 44–53. https://doi.org/10.1177/10634266211013756.
   Web of Science ®Google Scholar
• Li, L., C. Valiente, N. Eisenberg, T. L. Spinrad, S. K. Johns, R. H. Berger, and D. E. Gal-Szabo. 2022. “Longitudinal Associations Among Teacher–Child Relationship Quality, Behavioral Engagement, and Academic Achievement.” Early Childhood Research Quarterly 61:25–35. https://doi.org/10.1016/j.ecresq.2022.05.006.
   Web of Science ®Google Scholar
• Longobardi, C., N. O. Iotti, T. Jungert, and M. Settanni. 2018. “Student-Teacher Relationships and Bullying: The Role of Student Social Status.” Journal of Adolescence 63 (1): 1–10. https://doi.org/10.1016/j.adolescence.2017.12.001.
   PubMedGoogle Scholar
• Longobardi, C., S. Lin, and M. A. Fabris. 2022. “Daytime Sleepiness and Prosocial Behaviors in Kindergarten: The Mediating Role of Student-Teacher Relationships Quality.” Frontiers in Education 7:710557. https://doi.org/10.3389/feduc.2022.710557. April.
   Google Scholar
• Longobardi, C., M. Settanni, S. Lin, and M. A. Fabris. 2021. “Student–Teacher Relationship Quality and Prosocial Behaviour: The Mediating Role of Academic Achievement and a Positive Attitude Towards School.” British Journal of Educational Psychology 91 (2): 547–562. https://doi.org/10.1111/bjep.12378.
   PubMed Web of Science ®Google Scholar
• Longobardi, C., M. Settanni, S. Lin, and M. A. Fabris. 2021. “Student–Teacher Relationship Quality and Prosocial Behaviour: The Mediating Role of Academic Achievement and a Positive Attitude Towards School.” The British Journal of Educational Psychology 91 (2): 547–562.
   PubMed Web of Science ®Google Scholar
• Longobardi, C., M. Settanni, L. E. Prino, M. A. Fabris, and D. Marengo. 2019. “Students’ Psychological Adjustment in Normative School Transitions from Kindergarten to High School: Investigating the Role of Teacher-Student Relationship Quality.” Frontiers in Psychology 10:1238. https://doi.org/10.3389/fpsyg.2019.01238.
   PubMed Web of Science ®Google Scholar
• Lynch, M., and D. Cicchetti. 1992. “Maltreated children’s Reports of Relatedness to Their Teachers.” New Directions for Child and Adolescent Development 1992 (57): 81–107. https://doi.org/10.1002/cd.23219925707.
   Google Scholar
• MacLean, J., A. Krause, and M. A. Rogers. 2023. “The Student-Teacher Relationship and ADHD Symptomatology: A Meta-Analysis.” Journal of School Psychology 99:101217. https://doi.org/10.1016/j.jsp.2023.04.007.
   PubMed Web of Science ®Google Scholar
• Magro, S. W., M. D. Nivison, M. M. Englund, and G. I. Roisman. 2023. “The Quality of Early Caregiving and Teacher-Student Relationships in Grade School Independently Predict Adolescent Academic Achievement.” International Journal of Behavioral Development 47 (2): 158–168. https://doi.org/10.1177/01650254221137511.
   PubMed Web of Science ®Google Scholar
• Marengo, D., M. A. Fabris, L. E. Prino, M. Settanni, and C. Longobardi. 2021. “Student-Teacher Conflict Moderates the Link Between students’ Social Status in the Classroom and Involvement in Bullying Behaviors and Exposure to Peer Victimization.” Journal of Adolescence 87 (1): 86–97. https://doi.org/10.1016/j.adolescence.2021.01.005.
   PubMedGoogle Scholar
• McCormick, M. P., and E. E. O’Connor. 2015. “Teacher–Child Relationship Quality and Academic Achievement in Elementary School: Does Gender Matter?” Journal of Educational Psychology 107 (2): 502. https://doi.org/10.1037/a0037457.
   Web of Science ®Google Scholar
• Moreno, J. L. 1934. “Who Shall Survive? A New Approach to the Problem of Human Interrelations.” In Nervous and Mental Disease Monograph Series, 58. Washington, DC: Nervous and Mental Disease Publishing Co.
   Google Scholar
• Oh, Y., M. T. Greenberg, M. T. Willoughby, and Family Life Project Key Investigators Lynne Vernon-Feagans Mark T. Greenberg Clancy B. Blair Margaret R. Burchinal Martha Cox Patricia T. Garrett-Peters Jennifer L. Frank W. Roger Mills-Koonce Michael T. Willoughby. 2020. “Examining Longitudinal Associations Between Externalizing and Internalizing Behavior Problems at Within-And Between-Child Levels.” Journal of Abnormal Child Psychology 48 (4): 467–480. https://doi.org/10.1007/2Fs10802-019-00614-6.
   PubMed Web of Science ®Google Scholar
• Ollendick, T. H., M. D. Weist, M. C. Borden, and R. W. Greene. 1992. “Sociometric Status and Academic, Behavioral, and Psychological Adjustment: A Five-Year Longitudinal Study.” Journal of Consulting and Clinical Psychology 60 (1): 80. https://doi.org/10.1037/0022-006X.60.1.80.
   PubMed Web of Science ®Google Scholar
• Olsen, A. A., and F. L. Huang. 2021. “The Association Between Student Socioeconomic Status and Student–Teacher Relationships on Math Achievement.” School Psychology 36 (6): 464–467. https://doi.org/10.1037/spq0000455.
   Google Scholar
• Pallini, S., G. M. Vecchio, R. Baiocco, B. H. Schneider, and F. Laghi. 2019. “Student–Teacher Relationships and Attention Problems in School-Aged Children: The Mediating Role of Emotion Regulation.” School Mental Health 11 (2): 309–320. https://doi.org/10.1007/s12310-018-9286-z.
   Web of Science ®Google Scholar
• Pekrun, R., and R. P. Perry. 2014. “Control-Value Theory of Achievement Emotions.” In International Handbook of Emotions in Education, 130–151. Routledge.
   Google Scholar
• Prino, L. E., C. Longobardi, M. A. Fabris, and M. Settanni. 2023. “Attachment Behaviors Toward Teachers and Social Preference in Preschool Children.” Early Education & Development 34 (4): 806–822. https://doi.org/10.1080/10409289.2022.2085980
   Web of Science ®Google Scholar
• Reynolds, C. R., and B. O. Richmond. 2012. RCMAS-2 Revised Children’s Manifest Anxiety Scale. 2nd ed. Florence, Italy:Giunti O.S.
   Google Scholar
• Roorda, D. L., M. Zee, and H. M. Koomen. 2021. “Don’t Forget Student-Teacher Dependency! A Meta-Analysis on Associations with students’ School Adjustment and the Moderating Role of Student and Teacher Characteristics.” Attachment & Human Development 23 (5): 490–503. https://doi.org/10.1080/14616734.2020.1751987.
   PubMed Web of Science ®Google Scholar
• Sacco, R., N. Camilleri, J. Eberhardt, K. Umla-Runge, and D. Newbury-Birch. 2022. “A Systematic Review and Meta-Analysis on the Prevalence of Mental Disorders Among Children and Adolescents in Europe.” European Child & Adolescent Psychiatry 1–18. https://doi.org/10.1007/s00787-022-02131-2.
   PubMedGoogle Scholar
• Sette, S., T. L. Spinrad, and E. Baumgartner. 2013. “Links Among Italian preschoolers’ Socioemotional Competence, Teacher–Child Relationship Quality, and Peer Acceptance.” Early Education & Development 24 (6): 851–864. https://doi.org/10.1080/10409289.2013.744684.
   PubMed Web of Science ®Google Scholar
• Spilt, J. L., and H. M. Koomen. 2022. “Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes.” In Frontiers in Education, 920985. (Vol. 7). Frontiers. https://doi.org/10.3389/feduc.2022.
   Google Scholar
• Tan, S. H., and J. S. Pang. 2023. “Test Anxiety: An Integration of the Test Anxiety and Achievement Motivation Research Traditions.” Educational Psychology Review 35 (1): 13. https://doi.org/10.1007/s10648-023-09737-1.
   Web of Science ®Google Scholar
• Verduin, T. L., and P. C. Kendall. 2008. “Peer Perceptions and Liking of Children with Anxiety Disorders.” Journal of Abnormal Child Psychology 36: 459–469. https://doi.org/10.1007/s10802-007-9192-6.
   PubMed Web of Science ®Google Scholar
• Wang, M. T., and R. Holcombe. 2010. “Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School.” American Educational Research Journal 47 (3): 633–662. https://doi.org/10.3102/0002831209361209.
   Web of Science ®Google Scholar
• Zhou, D., J. Liu, and J. Liu. 2020. “The Effect of Problematic Internet Use on Mathematics Achievement: The Mediating Role of Self-Efficacy and the Moderating Role of Teacher-Student Relationships.” Children & Youth Services Review 118: 105372. https://doi.org/10.1016/j.childyouth.2020.105372.
   Web of Science ®Google Scholar