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<p>Students from ethnic minority backgrounds or with low socioeconomic status (SES) are at risk for developing more conflict-laden and less close relationships with their teachers than their ethnic majority and high-SES peers. In this longitudinal study, we examined if Dutch primary school students (<i>n</i> = 1,566, <i>M</i><sub><i>age</i></sub> = 10.16&#xa0;years, 47.8% females, 47.8% males) experienced differential relationship quality based on their ethnic background and SES and whether their teachers also reported this. Moreover, we examined if the possible differences in relationship quality could be explained by observed dyadic teacher-student interactions. We also examined if teachers’ implicitly measured attitudes toward ethnic minorities or low-SES people strengthened or weakened the relationship between student background and teacher interactions. Multilevel moderated mediation analyses indicated that low-SES and non-Western ethnic minority students had more conflict-laden and less close relationships with their teachers. For low-SES students, but not for non-Western ethnic minority students, this was partially due to them having more negative and less positive interactions with their teacher. Negative interactions had a stronger impact on relationship quality than positive interactions. Teachers’ implicitly measured attitudes were not associated with teachers’ differential interactions with their students. These results show that it is important for teachers to try to prevent negative dyadic interactions with (low-SES) students, as these could be potential catalysts for negative teacher-student relationships.</p>

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More conflict and less closeness: The mediating role of dyadic interactions in explaining lower teacher–student relationship quality for low SES and ethnic minority students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月13日

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  • Lian van Vemde,
  • Karine Verschueren,
  • Hilde Colpin,
  • Jochem Thijs,
  • Minke Krijnen,
  • Lisette Hornstra

摘要

Students from ethnic minority backgrounds or with low socioeconomic status (SES) are at risk for developing more conflict-laden and less close relationships with their teachers than their ethnic majority and high-SES peers. In this longitudinal study, we examined if Dutch primary school students (n = 1,566, Mage = 10.16 years, 47.8% females, 47.8% males) experienced differential relationship quality based on their ethnic background and SES and whether their teachers also reported this. Moreover, we examined if the possible differences in relationship quality could be explained by observed dyadic teacher-student interactions. We also examined if teachers’ implicitly measured attitudes toward ethnic minorities or low-SES people strengthened or weakened the relationship between student background and teacher interactions. Multilevel moderated mediation analyses indicated that low-SES and non-Western ethnic minority students had more conflict-laden and less close relationships with their teachers. For low-SES students, but not for non-Western ethnic minority students, this was partially due to them having more negative and less positive interactions with their teacher. Negative interactions had a stronger impact on relationship quality than positive interactions. Teachers’ implicitly measured attitudes were not associated with teachers’ differential interactions with their students. These results show that it is important for teachers to try to prevent negative dyadic interactions with (low-SES) students, as these could be potential catalysts for negative teacher-student relationships.