The role of teacher–student relationships in grit during early adolescence: A three-year longitudinal study

IF 3.5 2区心理学 Q1 PSYCHOLOGY, SOCIAL

Personality and Individual Differences Pub Date : 2025-01-09 DOI:10.1016/j.paid.2024.113035

Jaehoon Yoo, Daeun Park

{"title":"The role of teacher–student relationships in grit during early adolescence: A three-year longitudinal study","authors":"Jaehoon Yoo, Daeun Park","doi":"10.1016/j.paid.2024.113035","DOIUrl":null,"url":null,"abstract":"<div><div>Previous cross-sectional studies have established positive associations between teacher–student relationships and grit in adolescents. However, these studies did not explore the mutual relationships between within-person changes in these variables. This study investigated the longitudinal associations between within-person changes in teacher–student relationships and grit using data from the Korean Child and Youth Panel Survey 2018, a large, longitudinal, and nationally representative dataset. A total of 2607 Korean adolescents (<em>M</em><sub>age</sub> = 10.14, <em>SD</em> = 0.30; 1294 females) participated in a three-wave study conducted at one-year intervals. The results of the random intercept cross-lagged panel model supported unidirectional associations between the two variables, indicating that within-person changes in teacher–student relationships predicted within-person changes in grit, but not vice versa. Facet-level analyses revealed that within-person changes in teacher–student relationships predicted within-person changes in perseverance but not passion. Conversely, within-person changes in perseverance or passion did not predict within-person changes in teacher–student relationships. These findings underscore the importance of teacher–student relationships in the development of grit during adolescence, suggesting that positive teacher–student interactions can contribute to beneficial outcomes beyond academic achievement.</div></div>","PeriodicalId":48467,"journal":{"name":"Personality and Individual Differences","volume":"236 ","pages":"Article 113035"},"PeriodicalIF":3.5000,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Personality and Individual Differences","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191886924004951","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}

引用次数: 0

Abstract

Previous cross-sectional studies have established positive associations between teacher–student relationships and grit in adolescents. However, these studies did not explore the mutual relationships between within-person changes in these variables. This study investigated the longitudinal associations between within-person changes in teacher–student relationships and grit using data from the Korean Child and Youth Panel Survey 2018, a large, longitudinal, and nationally representative dataset. A total of 2607 Korean adolescents (M_age = 10.14, SD = 0.30; 1294 females) participated in a three-wave study conducted at one-year intervals. The results of the random intercept cross-lagged panel model supported unidirectional associations between the two variables, indicating that within-person changes in teacher–student relationships predicted within-person changes in grit, but not vice versa. Facet-level analyses revealed that within-person changes in teacher–student relationships predicted within-person changes in perseverance but not passion. Conversely, within-person changes in perseverance or passion did not predict within-person changes in teacher–student relationships. These findings underscore the importance of teacher–student relationships in the development of grit during adolescence, suggesting that positive teacher–student interactions can contribute to beneficial outcomes beyond academic achievement.

查看原文本刊更多论文

求助全文

约1分钟内获得全文求助全文

来源期刊

Personality and Individual Differences PSYCHOLOGY, SOCIAL-

CiteScore

8.50

自引率

4.70%

发文量

577

审稿时长

41 days

期刊介绍： Personality and Individual Differences is devoted to the publication of articles (experimental, theoretical, review) which aim to integrate as far as possible the major factors of personality with empirical paradigms from experimental, physiological, animal, clinical, educational, criminological or industrial psychology or to seek an explanation for the causes and major determinants of individual differences in concepts derived from these disciplines. The editors are concerned with both genetic and environmental causes, and they are particularly interested in possible interaction effects.