A longitudinal study on the influence of students’ relationships with teachers, peers students and school attitude on externalizing behaviors among migrant children

Abstract

Objective To explore the impact of teacher-student relationship and peer relationship on externalizing behaviors among migrant children, and to investigate the mediating role of school attitude.

Methods A longitudinal follow-up study was designed among 378 migrant children from Hubei, Guizhou and Chongqing city with the teacher-student relationship, peer relationship questionnaire, school attitude and the externalizing behavior collected through questionnaire survey.

Results After controlling covariates and baseline (T1) externalized problem behaviors, baseline (T1) teacher-student relationship and peer relationship negatively predicted externalizing behavior at T3 (β _{teacher-student} = −0.12, P = 0.08; β _classmate = −0.20, P<0.01), The mediating effect of school attitude at T2 on the association between externalizing behaviors with teacher-student relationship (−0.11) and peer relationship (−0.05).

Conclusion Teacher-student relationship and peer relationship affect externalizing behaviors among migrant children through school attitude. High quality teacher-student relationship and peer relationship might help to reduce externalizing behaviors among migrant children.

Abstract

【摘要】 目的探讨师生关系和同学关系对流动儿童外化问题行为的影响, 为有效改善学生心理健康水平提供参考。 方 法 采用纵向追踪研究设计, 在 1 个学年中, 使用师生关系、同学关系、学校态度和外化问题行为问卷, 在 2018 年 10 月中 旬、2019 年 3 月中旬、2019 年 6 月中旬, 3 个时间点对来自湖北省、贵州省和重庆市的 378 名流动儿童进行调查。 结果 在 控制协变量和第 1 次测量 (T1) 的学生外化问题行为后, T1 的师生关系和同学关系均负向预测时间点第 3 次测量 (T3) 的 学生外化问题行为 (β _师生关系=−0.12, P = 0.08; β _同学关系=−0.20, P<0.01); 中介检验表明, 第 2 次测量 (T2) 的学校态度在时间 点 T1 的师生关系和同学关系与时间点 T3 的流动儿童外化问题行为间的中介效应值分别为 −0.11 和 −0.05, 学校态度的中 介作用成立。 结论 师生关系和同学关系通过学校态度影响流动儿童的外化问题行为, 良好的师生关系和同学关系可减 少流动儿童的外化问题行为。