Abstract

Students’ relationships with their teachers are a form of social capital (i.e., relational social capital; RSC). Latent transition analysis (LTA) was used to investigate longitudinal patterns of RSC in a sample of 786 grades 6 (35%), 7 (35%), and 8 (30%) students (48% female, 37% Hispanic, 22% white, 68% low income), and their links to academic motivation and GPA. Three classes of students were identified: Those with greater likelihood of reporting all RSC indicators (16%), those with greater likelihood only of being academically challenged (21%), and those with lower likelihood of reporting RSC (63%). Low-income students had lower odds of being in the high challenge class and greater odds of worsening relationships with teachers. Low RSC students had lower academic motivation and GPA. Results show the connections between RSC inequities and inequities in educational outcomes. To advance educational equity, intentional efforts are needed to build strong student-teacher relationships.

摘要

学生与老师的关系是一种社会资本（即关系社会资本；RSC）。潜在转变分析 (LTA) 用于调查 786 名 6 年级 (35%)、7 名 (35%) 和 8 名 (30%) 学生（48% 女性，37% 西班牙裔，22%）样本中 RSC 的纵向模式白人，68% 低收入），以及他们与学术动机和 GPA 的联系。确定了三类学生：报告所有 RSC 指标的可能性更大（16%）、仅受到学术挑战的可能性更大（21%）和报告 RSC 可能性较低的学生（63%）。低收入学生进入高挑战班的几率较低，而与老师的关系恶化的几率更大。低 RSC 学生的学习动机和 GPA 较低。结果显示了 RSC 不公平与教育成果不公平之间的联系。为了促进教育公平，需要有意识地努力建立牢固的师生关系。