Introduction

Stage-environment fit theory (SEF) posits that students leave school when their environments do not meet their needs. Quality teacher-student relationships (QTSRs) are a critical element of students’ environments. Moreover, QTSRs help students internalize positive intentions to graduate. QTSRs and intentions to graduate have both been identified as separate determinants of high school completion. These factors may also form a longitudinal socio-motivational process that supports graduation. However, few studies have examined such processes.

Methods

This investigation examined data from N = 4691 Australian secondary students (43% female) included in the Longitudinal Survey of Australian Youth (LSAY) 2009 cohort. Participants were in grade 10 at Time 1 (M_age = 15.74; SD = 0.28), with a total of four annual time points examined. Longitudinal probit regression was used to examine the extent to which grade 10 QTSRs predicted students’ intentions to graduate (in grades 10 and 11), and QTSRs and intentions to graduate predicted high school completion. Multi-class analysis and indirect effects testing were also conducted.

Results

Grade 10 QTSRs are positively associated with grade 10 intentions to graduate and grade 11 intentions to graduate (beyond the effects of grade 10 intentions to graduate). QTSRs and intentions to graduate were also positively associated with increased chances of high school completion. QTSRs were found to play a stronger role for low-achieving students over time.

Conclusions

Overall, QTSRs and intentions to graduate appear to be significantly associated with intentions to graduate and high school completion, especially for low-achieving students. Intervention implications are signalled.

中文翻译：

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支持高中毕业的因素：对师生关系和毕业意向的纵向检查。

介绍

阶段环境适合度理论（SEF）假设，当学生的环境不能满足他们的需求时，他们便离开学校。优质的师生关系（QTSR）是学生环境的关键要素。此外，QTSR可以帮助学生内化毕业的积极意愿。QTSR和毕业意向均被确定为高中学业的独立决定因素。这些因素也可能形成支持毕业的纵向社会动机过程。但是，很少有研究检查这种过程。

方法

这项研究调查了来自N  = 4691名澳大利亚中学学生（43％的女性）的数据，该数据包括在2009年澳大利亚青年纵向调查（LSAY）队列中。参加者在时间1处于10年级（M_年龄 = 15.74；SD  = 0.28），总共检查了四个年度时间点。纵向概率回归用于检验10年级QTSRs预测学生的毕业意愿的程度（10年级和11年级），以及QTSRs和毕业意向预测的高中毕业程度。还进行了多类分析和间接效应测试。

结果

10年级QTSR与10年级毕业意向和11年级毕业意向正相关（除了10年级毕业意向的影响）。QTSR和毕业意向也与高中毕业机会增加呈正相关。人们发现，随着时间的流逝，QTSR对于成绩不佳的学生起着更重要的作用。

结论

总体而言，QTSR和毕业意向似乎与毕业意向和高中毕业显着相关，特别是对于成绩不佳的学生而言。暗示了干预的含义。