Student-teacher relationship quality and prosocial behaviour: The mediating role of academic achievement and a positive attitude towards school

摘要

Background The current research investigated the association between teacher-student relationship (both teacher-perceived and student-perceived relationship quality) and students' prosocial behaviours, as well as the mediating roles of students' attitudes towards school and perceived academic competence in this association. Sample Four hundred and fifty-nine Italian primary students (aged 4-9,M-age = 7.05,SDage = 1.37) and 47 teachers (aged 26-60,M-age = 48.35,SDage = 8.13) participated and finished all the questionnaires and scales. Methods Multiple regression analyses and bootstrapping analyses were employed to test the direct and the mediating effects between the teacher/student-perceived relationship and students' prosocial behaviours. Results Results indicated that (1) teacher-student relationship was positively associated with students' prosocial behaviour; and (2) students' attitudes towards school could significantly mediate the association between teacher/student-perceived relationship and students' prosocial behaviours. Conclusions Our understanding of how teacher-student relationship helps to enhance students' prosocial behaviours, as well as the intervention programmes that aim to enhance students' prosocial behaviours, may benefit from these findings.