Extensive literature highlights positive outcomes experienced by students whose parents and teachers have strong relationships, but less is known about the factors that influence parent-teacher relationship strength. Using data from The Impact of Grade Retention: A Developmental Approach, we identify parent-level predictors of the developmental trajectories of seven dimensions of parent and teacher ratings of relationship strength and evaluate the association between relationship strength and students’ academic performance in grades 1–8. Results show that parent acculturation, parent-teacher ethnic concordance, and beliefs about children’s educational attainment predict trajectories of parent and teacher ratings of relationship strength. Relationship strength is both positively and negatively related to student reading and math performance. Results identify unique patterns of predictors for parent and teacher ratings of relationship strength and suggest that strong relationships can be related to student academic success or underperformance. Implications of these findings for researchers and practitioners are discussed.

中文翻译：

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社会文化因素和家长信念对家长-教师关系强度的纵向影响

大量文献强调了父母和教师关系牢固的学生所经历的积极成果，但对影响父母与教师关系强度的因素知之甚少。使用来自成绩保留的影响：一种发展方法的数据，我们确定了家长和老师对关系强度评级的七个维度的发展轨迹的家长级预测因子，并评估了关系强度与学生在 1-1 年级的学业成绩之间的关联。 8. 结果表明，父母的文化适应、父母与教师的种族和谐以及对儿童教育程度的信念可以预测父母和教师对关系强度的评价轨迹。关系强度与学生的阅读和数学成绩呈正负相关。结果确定了父母和老师对关系强度的评分的独特预测模式，并表明牢固的关系可能与学生的学业成功或表现不佳有关。讨论了这些发现对研究人员和从业人员的影响。