Prior research has found evidence for a positive effect of student-teacher bonds on children’s behavior. However, little research has investigated these relations following a transactional model of child development. This study investigated the bidirectional associations between student-teacher relationships and oppositional behaviors towards teachers using the ‘Zurich Project on the Social Development from Childhood to Adulthood’ (n = 1527; median ages 11, 13 and 15; 49% female). Results of a random-intercept cross-lagged panel model suggested that, among boys, positive student-teacher bonds at age 13 were associated with fewer teacher-reported oppositional behaviors two years later. The results indicated that negative interactions with teachers may be part of vicious cycles of poor relationships and increased levels of oppositional behavior, particularly for boys in late adolescence.

先前的研究已经发现证据表明师生关系对儿童的行为产生积极影响。然而，很少有研究根据儿童发展的交易模型调查这些关系。本研究使用“从童年到成年的社会发展苏黎世项目”（n = 1527; 中位年龄为 11、13 和 15 岁；49% 女性）。随机截距交叉滞后面板模型的结果表明，在男孩中，13 岁时的积极师生关系与两年后教师报告的反对行为较少有关。结果表明，与教师的负面互动可能是不良关系和对立行为水平增加的恶性循环的一部分，尤其是对于青春期后期的男孩。