Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 2011 (n = 14,370; 51% Male; 51% White; 14% Black; 25% Hispanic; 4% Asian; and 6% Other), this study examined the cumulative, timing‐specific, and enduring associations between student–teacher relationships in the United States and a broad range of student outcomes. Student–teacher conflict and closeness were consistently associated with outcomes between kindergarten and third grade, both contemporaneously and over time. The main exception was for student absenteeism, where there were less consistent associations with student–teacher conflict. Cumulative models underscore the significance of the overall experiences of high‐quality relationships over time. Despite little evidence of variability, girls fared less well socially due to more conflictual and less close relationships with their teachers than boys.

中文翻译：

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师生关系与小学早期结果之间的累积、特定时间和持久的关联


本研究使用来自幼儿纵向研究 - 2011 年幼儿园班级的数据（n = 14,370;51% 男性;51% 白人;14% 黑人;25% 西班牙裔;4% 亚裔;6% 其他），研究了美国师生关系与广泛的学生成绩之间的累积、特定时间和持久的关联。师生冲突和亲密关系始终与幼儿园和三年级之间的结果相关，无论是同时期还是随着时间的推移。主要的例外是学生缺勤，与师生冲突的关联不太一致。累积模型强调了随着时间的推移，高质量关系的整体体验的重要性。尽管几乎没有证据表明存在差异，但由于与男孩相比，女孩与老师的关系更冲突且关系更不密切，因此在社交方面表现较差。