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<p>Relationships with teachers and classmates are associated with students’ appraisals and emotions. However, it remains unclear whether these associations differ (a) between primary and secondary schools and (b)&#xa0;between genders. Focused on joy and boredom, this cross-sectional study with 1909 students (443 primary, 489 lower secondary, and 977 middle secondary school) aims to contribute to clarifying this question. Multigroup structural equation modeling shows that the relationship with the teacher correlates more strongly than peer relationships with joy, value, and competence appraisals positively, and with boredom negatively. While the strength of the association with peer relationships remains relatively constant across school levels, the correlations of the teacher-student relationship with emotions are higher in both secondary school stages. Gender differences are minimal, with stronger associations tending to be found for boys’ teacher-student relationship and higher correlations with peer relationships among girls, especially for boredom in primary school. Overall, the findings expand on existing research by highlighting a&#xa0;differentiated examination of relationships and emotions across school levels and genders. Relationships with teachers and classmates that are perceived as caring should therefore be an important goal of school and instruction.</p>

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Geschlechts- und schulstufenspezifische Zusammenhänge schülerperzipierter Beziehungen zu Lehrkräften und Mitschüler*innen mit unterrichtsbezogener Freude und Langeweile

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月1日

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  • Stefan Markus,
  • Cornelia Gar,
  • Katrin Lohrmann,
  • Michaela Gläser-Zikuda

摘要

Relationships with teachers and classmates are associated with students’ appraisals and emotions. However, it remains unclear whether these associations differ (a) between primary and secondary schools and (b) between genders. Focused on joy and boredom, this cross-sectional study with 1909 students (443 primary, 489 lower secondary, and 977 middle secondary school) aims to contribute to clarifying this question. Multigroup structural equation modeling shows that the relationship with the teacher correlates more strongly than peer relationships with joy, value, and competence appraisals positively, and with boredom negatively. While the strength of the association with peer relationships remains relatively constant across school levels, the correlations of the teacher-student relationship with emotions are higher in both secondary school stages. Gender differences are minimal, with stronger associations tending to be found for boys’ teacher-student relationship and higher correlations with peer relationships among girls, especially for boredom in primary school. Overall, the findings expand on existing research by highlighting a differentiated examination of relationships and emotions across school levels and genders. Relationships with teachers and classmates that are perceived as caring should therefore be an important goal of school and instruction.