This study explored the role of students’ externalizing, internalizing, and prosocial behavior and classroom climate in their mental representations of student-teacher relationships. In total, 266 third to sixth graders and 35 teachers participated. Teachers completed questionnaires about students’ social-emotional behavior and student-teacher relationships. Relationship perceptions were aggregated to form a classroom climate measure. Students made drawings of themselves with the teacher, which were scored by independent coders on 8 dimensions. Multilevel models indicated that children with externalizing behavior depicted more tension/anger, bizarreness/dissociation, and emotional distance/isolation, and less pride/happiness in their drawings. Internalizing behavior was not associated with their mental relationship representations. Children with prosocial behavior depicted more creativity/vitality and less role reversal and global pathology than less prosocial counterparts. Classroom climate did not moderate linkages between child behavior and mental representations. These findings suggest that overt, rather than covert, behaviors play a role in students’ mental relationship representations.

中文翻译：

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“给我画张图”

本研究探讨了学生的外化、内化和亲社会行为以及课堂氛围在他们对师生关系的心理表征中的作用。共有 266 名三年级至六年级学生和 35 名教师参加。教师完成了关于学生社会情感行为和师生关系的问卷调查。关系感知被聚合以形成课堂气候测量。学生与老师一起绘制自己的图画，由独立编码员在 8 个维度上进行评分。多层次模型表明，具有外化行为的儿童在他们的绘画中表现出更多的紧张/愤怒、奇异/分离和情感距离/孤立，以及更少的自豪/快乐。内化行为与他们的心理关系表征无关。与不那么亲社会的儿童相比，具有亲社会行为的儿童表现出更多的创造力/活力和更少的角色逆转和整体病态。课堂气氛并没有缓和儿童行为和心理表征之间的联系。这些发现表明，公开而不是隐蔽的行为在学生的心理关系表征中起作用。