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<p>This study examined how positive interpersonal relationships with teachers and peers/classmates are statistically associated with psychological well-being among 1,273 Chilean primary and secondary students. Multinomial logistic regression analyses, based on distribution-defined levels of psychological well-being, indicated that teacher companionship (OR = 1.37, 95% CI [1.10–1.70]), emotional support (OR = 1.27, 95% CI [1.00–1.62]), instrumental support (OR = 1.27, 95% CI [1.00–1.61]), and affection (OR = 1.65, 95% CI [1.27–2.15]) were significantly associated with a higher likelihood of belonging to the upper well-being group. Similarly, peer companionship (OR = 1.52, 95% CI [1.22–1.90]) and peer affection (OR = 1.55, 95% CI [1.15–2.10]) were positively associated with higher relative well-being levels. Exploratory classification tree analyses described relational configurations linked to lower and higher well-being groups, revealing patterns across gender and age categories. The multinomial models correctly classified 57.3% (teacher model) and 53.2% (peer model) of cases. These findings highlight the potential relevance of relational dimensions in understanding student well-being and suggest the importance of fostering emotionally supportive school environments.</p>

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Positive Interpersonal Relationships with Teachers and Classmates and Psychological Well-Being Among Chilean School Students

  • 期刊论文

  • 发表日期：

    2026年4月29日

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  • Olga Cuadros,
  • Benito León-del Barco

摘要

This study examined how positive interpersonal relationships with teachers and peers/classmates are statistically associated with psychological well-being among 1,273 Chilean primary and secondary students. Multinomial logistic regression analyses, based on distribution-defined levels of psychological well-being, indicated that teacher companionship (OR = 1.37, 95% CI [1.10–1.70]), emotional support (OR = 1.27, 95% CI [1.00–1.62]), instrumental support (OR = 1.27, 95% CI [1.00–1.61]), and affection (OR = 1.65, 95% CI [1.27–2.15]) were significantly associated with a higher likelihood of belonging to the upper well-being group. Similarly, peer companionship (OR = 1.52, 95% CI [1.22–1.90]) and peer affection (OR = 1.55, 95% CI [1.15–2.10]) were positively associated with higher relative well-being levels. Exploratory classification tree analyses described relational configurations linked to lower and higher well-being groups, revealing patterns across gender and age categories. The multinomial models correctly classified 57.3% (teacher model) and 53.2% (peer model) of cases. These findings highlight the potential relevance of relational dimensions in understanding student well-being and suggest the importance of fostering emotionally supportive school environments.