The more similar the better? Investigating the role of personality traits and personality similarity in student–teacher relationships in upper elementary schools

IF 4 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology Pub Date : 2026-06-01 Epub Date: 2026-03-04 DOI:10.1016/j.jsp.2025.101521

Qingqing Du , Marjolein Zee , Helma M.Y. Koomen , Debora L. Roorda

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引用次数: 0

Abstract

In the present study, we investigated the unique role of teachers' and students' personality traits as well as the personality (dis)similarity between personality traits of both partners in the affective quality of dyadic student–teacher relationships (i.e., closeness and conflict). To explore these associations, we used a Chinese sample of 4638 upper elementary students and their 104 class teachers who reported about their own personality traits and the quality of their mutual relationship. Using multilevel polynomial regression modeling with response surface analysis, we found that both students' and teachers' agreeableness, conscientiousness, and openness were generally positively associated with closeness and negatively associated with conflict. Neuroticism was found to be negatively associated with closeness and positively associated with conflict. In particular, for agreeableness and openness, these associations held true regardless of the informant (i.e., who reported about the levels of closeness and conflict). Regarding personality similarity, relationships were found to be closer and less conflictual when both relationship partners were similarly high in agreeableness, conscientiousness, and openness, and low in neuroticism, compared to when both teacher and student were similarly low in agreeableness, conscientiousness, and openness, and high in neuroticism. These results were evident both in student-reported and teacher-reported relationship quality. Regarding dissimilarity, we only found that a higher level of personality dissimilarity in openness was associated with less teacher-perceived conflict. Together, these findings provide a more comprehensive understanding of the role of personality traits and personality (dis)similarity in student–teacher relationships, and suggest that a focus on personality may be a promising avenue for understanding students' affective relationships with teachers.

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越相似越好？探讨人格特质与人格相似性在小学高年级师生关系中的作用

在本研究中，我们探讨了教师和学生的人格特质在师生二元关系（即亲密和冲突）情感质量中的独特作用，以及双方人格特质之间的人格（非）相似性。为了探讨这些关联，我们使用了4638名高年级小学生及其104名班主任的中国样本，他们报告了自己的人格特征和相互关系的质量。运用多水平多项式回归模型结合反应面分析，我们发现师生的亲和性、严谨性和开放性与亲密度呈显著正相关，与冲突呈显著负相关。神经质被发现与亲密负相关，与冲突正相关。特别是，对于宜人性和开放性而言，这些关联无论被调查者是谁（即谁报告了亲密和冲突的程度）都是成立的。在人格相似性方面，当关系双方在随和性、尽责性和开放性方面都同样高，而在神经质方面都同样低时，与师生在随和性、尽责性和开放性方面都同样低，而在神经质方面都同样高时，关系被发现更紧密，冲突更少。这些结果在学生报告和教师报告的关系质量中都很明显。关于差异，我们只发现开放性的人格差异水平越高，教师感知的冲突越少。总之，这些发现提供了对人格特质和人格（非）相似性在师生关系中的作用的更全面的理解，并表明对人格的关注可能是理解学生与教师情感关系的一个有希望的途径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.70

自引率

8.00%

发文量

期刊介绍： The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.