Relationship quality and emotional experience are both important constructs in learning environments but the question of how they are linked requires more attention in empirical research. We hypothesized reciprocal associations between student-teacher relationship quality (i.e., interpersonal closeness) and students' emotions in the classroom (i.e., enjoyment, pride, anxiety, anger, boredom, and shame). Data from a two-wave longitudinal study with annual assessments in grade 10 (Time 1) and 11 (Time 2) were used to test this hypothesis (N = 535; mean age at Time 1: 16.7 years, SD = 0.6). Student-perceived relationship quality and students’ emotions were assessed in the academic domains of mathematics, German, English, and French. In line with our hypothesis, cross-lagged panel models showed reciprocal associations: Higher relationship quality was associated with stronger positive emotions and weaker negative emotions over time. In turn, lower negative emotions and higher positive emotions were associated with higher relationship quality. The association between initial emotions and student-teacher relationship quality one year later was stronger than the reverse association. Further, the links between relationship quality and emotions were largely equivalent across school domains but differed in strength across emotions. Implications for future research and educational practice are discussed.

关系质量和情感体验都是学习环境中的重要构成，但是如何将它们联系起来的问题需要在实证研究中给予更多关注。我们假设学生与教师之间的关系质量（即人与人之间的亲密关系）与教室中学生的情绪（即享受，骄傲，焦虑，愤怒，无聊和羞耻）之间存在相互关系。使用两次波的纵向研究数据，分别对10年级（时间1）和11年级（时间2）进行年度评估，验证了这一假设（N  = 535；时间1的平均年龄：16.7岁，SD） = 0.6）。在数学，德语，英语和法语的学术领域中评估了学生感知的关系质量和学生的情绪。符合我们的假设，交叉滞后的面板模型显示出相互联系：随着时间的推移，较高的关系质量与较强的积极情绪和较弱的负面情绪相关。反过来，较低的负面情绪和较高的正面情绪与较高的关系质量相关。一年后，初始情绪与师生关系质量之间的关联比反向关联更强。此外，关系质量和情感之间的联系在各个学校领域大致相同，但在情感上的强度却有所不同。讨论了对未来研究和教育实践的影响。