ObjectiveThis meta‐analysis provides the first comprehensive synthesis of associations between student and teacher personality traits and the quality of teacher–student relationships.MethodFifty‐five studies met the eligibility criteria, contributing a total of 238 effect sizes. We used multivariate meta‐analysis with robust variance estimation (RVE) to model the dependency of effect sizes.ResultsStudent prosocial behavior (ρ = 0.59) and proactive personality (ρ = 0.48) were the strongest predictors of positive teacher–student relationship quality. All Big Five traits of students, except neuroticism, showed significant positive associations, with all correlations exceeding 0.4 when holding constant with all other moderators. Teacher agreeableness (ρ = 0.31) and conscientiousness (ρ = 0.29) yielded modest associations. Students with less emotional stability or aggressive behaviors were more likely to experience negative teacher–student relationships, such as conflict and dependency.ConclusionOur findings highlight the critical role of student personality in explaining the quality of teacher–student interactions. Multiple traits appear equally important, as indicated by comparable effect sizes. The literature is relatively limited when it comes to teacher personality. We were unable to examine teacher traits in relation to teacher–student conflict and dependency, but, overall, agreeable and conscientious teacher behaviors appeared to be important for favorable interactions, whereas teacher neuroticism may undermine the quality of such interactions.

中文翻译：

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人格和师生关系的元分析综述


目的该荟萃分析首次全面综合了学生和教师人格特质与师生关系质量之间的关联。方法55 项研究符合合格标准，共贡献了 238 个效应量。我们使用具有稳健方差估计 （RVE） 的多变量 meta 分析来模拟效应大小的依赖性。结果学生亲社会行为 （ρ = 0.59） 和主动型人格 （ρ = 0.48） 是积极师生关系质量的最强预测因子。除神经质外，学生的所有大五特征都显示出显著的正关联，当与所有其他调节因子保持不变时，所有相关性都超过 0.4。教师宜人性 （ρ = 0.31） 和尽责性 （ρ = 0.29） 产生了适度的关联。情绪不稳定或攻击性行为较差的学生更有可能经历负面的师生关系，例如冲突和依赖。结论我们的研究结果强调了学生性格在解释师生互动质量方面的关键作用。多个特征似乎同样重要，如可比较的效应大小所示。在教师个性方面，文献相对有限。我们无法检查教师特质与师生冲突和依赖的关系，但总体而言，愉快和认真的教师行为似乎对有利的互动很重要，而教师的神经质可能会破坏这种互动的质量。