The connection between TCR and SR, SE
TCR is recognized as cumulative, ongoing interpersonal bonds between individual children and their teachers, mainly including closeness, and conflict relationships (Hamre & Pianta, 2001). These relationships have emerged as crucial predictors of children’s SR (Sankalaite et al., 2021) and SE (Mejia & Hoglund, 2016).
Primarily, close TCR fosters a warm and trusting environment, providing the emotional support necessary for active engagement in activities (Acar et al., 2022) and creating ample opportunities to develop SR (Denham et al., 2012). Furthermore, teachers, acting as agents of socialization, profoundly influence children’s SE (Wang et al., 2016). Children with positive TCR exhibit a more favorable view of the school, approaching their peers with pro-social behaviors (Vitiello et al., 2022). Teachers, capitalizing on these positive relationships, can support children to socialize with their peers and foster healthy orientations toward interactions (Sankalaite et al., 2021). Moreover, closeness TCR is a buffer against the potential risks associated with poor SR (Silver et al., 2005).
Nevertheless, the benefits of TCR for SR and SE are not realized when these relationships are characterized by conflict (Sankalaite et al., 2021). Conflict TCR, marked by a lack of trust and discordant teacher-child communication, can lead to negative outcomes, including a deficit in SR (Mejia & Hoglund, 2016). Teachers, preoccupied with regulating children’s behavior, inadvertently limit opportunities for SR (Paro et al., 2004). Moreover, these relationships can exacerbate children’s aggressive behaviors (Paes et al., 2023), undermining overall achievement through the displacement of SR and SE development opportunities (Sandilos et al., 2019).