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Abstract

Numerous studies have shown that teacher-student relationship and peer attachment play an important role in the development of internalizing problem behaviors. However, little is known about the bidirectional linkages between teacher-student relationship and peer attachment and internalization problems in left-behind children’s groups and the underlying mechanisms of the dynamics. This study used cross-lagged panel modeling (CLPM) to explore the bidirectional longitudinal relationship between teacher-student relationship and peer attachment and internalization problems among left-behind children in China. A sample of 610 left-behind children completed a series of questionnaires at three time points (M_age = 9.52, SD_age = 0.79), with an approximate interval of 1 year between each time point. The results of cross-lagged analyses showed that (1) A supportive teacher-student relationship initiates a virtuous cycle by negatively predicting subsequent internalizing problem behaviors while enhancing peer attachment. (2) Conversely, internalizing problem behaviors initiate a vicious cycle, which in turn negatively predicts subsequent teacher-student relationship and peer attachment. These findings support the interaction model, suggesting that teachers should not only recognize how internalizing problem behaviors actively reinforces relational deficits (negative “driving” effects) but also strategically leverage the protective roles of the teacher-student relationship and peer attachment (positive “driving” effects).

Keywords

Internalizing problem behaviors left-behind children peer attachment teacher-student relationship

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The reciprocal relationships between teacher-student relationship,peer attachment,and internalizing problem behaviors of left-behind children

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