This longitudinal study investigated the role of teacher-student closeness and conflict in adolescents' school engagement trajectories, and how school engagement dimensions predict achievement trajectories. A sample of 5,382 adolescents (M_age.wave1 = 13.06, SD = 0.51; 49.6% boys) were followed from Grade 7 to 9. Yearly measures included student reports on school engagement dimensions, teacher reports on closeness and conflict, and standardized tests for math achievement. Latent growth models revealed that closeness positively and conflict negatively predicted students' school engagement. Furthermore, adolescents' behavioral and emotional engagement, and disaffection in particular, played an important role in predicting achievement within the same schoolyear. Moreover, increases in behavioral disaffection and emotional engagement aligned with reduced and steeper increases in achievement between Grade 7 and 9, respectively. In general, this study underscores the importance of adolescents’ affective teacher-student relationships for their engagement in school, and the role of school engagement in predicting achievement.

这项纵向研究调查了师生亲密和冲突在青少年的学校参与轨迹中的作用，以及学校参与维度如何预测成就轨迹。_5382名青少年的样本（M_年龄.wave1 = 13.06，SD = 0.51; 从7年级到9年级的男孩占49.6％。每年的测量包括学生关于学校参与度的报告，老师关于亲密和冲突的报告以及数学成绩的标准化测试。潜在的增长模型表明，亲密感和冲突感会负面地预测学生的学校参与程度。此外，青少年的行为和情感投入，尤其是不满情绪，在预测同一学年的学习成绩中起着重要的作用。此外，行为不满和情绪参与的增加分别与7年级和9年级的成就降低和急剧增加相一致。总的来说，这项研究强调了青少年情感上的师生关系对于他们参与学校的重要性，