ArticleFrontiers in psychology2025
The impact of teacher care on teacher-student relationship: evidence from cross-sectional and longitudinal data.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- The influence of teacher care on middle school students' social-emotional competence: evidence from the China Education Panel Survey (2013-2014).Frontiers in psychology · 2026Article
- Teacher Punishment Intensity and Parental Trust: A Moderated Moderation Effect Based on CEPS 2013-2014 Survey Data.Behavioral sciences (Basel, Switzerland) · 2025Article
- Teacher punishment intensity and parental trust in rural China: a moderated mediation of violation severity and trustworthiness.Frontiers in psychology · 2025Article
- The impact of teacher punishment intensity on parental trust in rural China: an experimental examination of a moderated mediation model.Frontiers in psychology · 2025Article
- Associations of perceived teacher-student relationship and friendship quality with adolescents' interest in physical education: a latent profile analysis.Frontiers in sports and active living · 2025Article
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5 authors.
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Abstract
Based on a sample of middle school students from the China Education Panel Survey (CEPS) database, this study explores the relationship between parental perceived teacher care and teacher-student relationship and the role of teacher gender in it through cross-sectional and longitudinal studies. Study 1 found that there was a significant positive correlation between teacher gender, parental perceived teacher care and teacher-student relationship. Analysis of simple moderation effects suggests that teacher gender plays a moderating role in the relationship between parental perceived teacher care and teacher-student relationships. Subsequent simple slope analysis indicates that the influence of female teacher care on teacher-student relationship is notably stronger than that of male teacher care. Study 2 Descriptive statistical results indicated that during the seventh and eighth grades of Chinese middle school students, the level of teacher care showed a slight decrease, and teacher-student relationship showed a decreasing trend. Correlational results demonstrated a significant positive correlation between parental perceived teacher care and teacher-student relationship at both time points. Further analysis using cross-lagged models revealed that teacher care significantly positively predicted subsequent teacher-student relationship, and teacher-student relationship significantly positively predicted subsequent teacher care. This bidirectional predictive relationship did not have the moderation of teacher gender. Based on these findings, educators should strengthen the communication and cooperation between parents and teachers, and create a benign educational atmosphere for student interaction in school and family.
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