The present study evaluated whether LLInC (Leerkracht-Leerling Interactie Coaching in Dutch, or Teacher-Student Interaction Coaching), a teacher-based coaching-intervention, yielded improvements in dyadic affective teacher–child relationships in elementary school (Grades 2–6). Based on attachment theory, LLInC aims to foster more flexible and differentiated mental representations of teachers' relationships with individual children with whom they experience relationship difficulties. Using a quasi-experimental design, we compared an intervention group of teachers (n = 46 teachers and 92 children) receiving LLInC with a control group receiving no form of intervention (n = 32 teachers and 88 children). To investigate possible transfer effects, we asked teachers from the intervention group to report on their relationships and self-efficacy beliefs regarding two other children with whom they experienced relationship difficulties as well (n = 46 teachers and 81 children). Multilevel models were used to examine intervention effects on teachers' perceptions of relationship quality (i.e., Closeness, Conflict, Dependency), and teachers' student-specific self-efficacy beliefs for Behavior Management and Emotional Support. Teachers receiving LLInC reported short-term improvements in Closeness and self-efficacy beliefs for Emotional Support and decreases in Conflict as compared to control teachers. Similar improvements in Closeness and self-efficacy for Emotional Support were found for the intervention-transfer group as compared to control teachers. Also, teachers receiving LLInC had short-term and longer-term improvements in self-efficacy beliefs for Behavior Management as compared to control teachers. These improvements regarding Behavior Management were not found for the intervention-transfer group.

本研究评估了 LLInC（荷兰语 Leerkracht-Leerling 互动辅导，或师生互动辅导），一种基于教师的辅导干预，是否能改善小学（2-6 年级）二元情感师生关系。基于依恋理论，LLInC 旨在促进教师与遇到关系困难的个别儿童的关系的更灵活和差异化的心理表征。使用准实验设计，我们比较了 接受 LLInC的教师干预组（n = 46 名教师和 92 名儿童）与未接受任何形式干预的对照组（n = 32 名教师和 88 名儿童）。为了调查可能的转移效应，我们要求干预组的教师报告他们对另外两个也遇到关系困难的孩子的关系和自我效能信念（n = 46 名教师和 81 名儿童）。多层次模型被用来检验干预对教师对关系质量（即亲密、冲突、依赖）的看法以及教师对行为管理和情感支持的学生特定自我效能信念的影响。接受 LLInC 的教师报告说，与对照组教师相比，在情感支持的亲近性和自我效能信念方面有短期改善，冲突减少。与对照组教师相比，干预转移组在情感支持的亲密度和自我效能方面也有类似的改善。此外，与对照组教师相比，接受 LLInC 的教师在行为管理的自我效能信念方面有短期和长期的改善。