This study investigated how teachers’ perceptions of their psychological need stisfaction, teacher-student relationships and students’ perceptions of well-being relate to students’ emotional and behavioral difficulties. One-hundred eighty-three elementary teachers with an average of 23 years of teaching experience, completed the Basic Need Satisfaction at Work Scale, the Student-Teacher Relationships Scale, and the Strengths and Difficulties Questionnaire. Seventy-five students aged 11 years old, completed the Subjective Well-Being measure and the Strengths and Difficulties Questionnaire. SEM analyses revealed that teachers’ perceptions of need satisfaction and students’ perceptions of well-being were not associated with students’ emotional and behavioral difficulties. Rather, teacher-student relationships were robust predictors of these difficulties. Findings and implications for research and practice are discussed.

中文翻译：

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学生在学校的适应：教师需求满足、师生关系和学生幸福感的作用

本研究调查了教师对其心理需求满足的看法、师生关系和学生对幸福感的看法与学生的情绪和行为困难之间的关系。183 名平均具有 23 年教学经验的小学教师完成了工作基本需求满足量表、师生关系量表和优势和困难问卷。75 名 11 岁的学生完成了主观幸福感测量和优势和困难问卷。SEM 分析表明，教师对需求满足的看法和学生对幸福感的看法与学生的情绪和行为困难无关。相当，师生关系是这些困难的有力预测因素。讨论了研究和实践的发现和影响。