Home > Research > Publications & Outputs > Associations between Student-Teacher Bonds and ...

Electronic data


Text available via DOI:

View graph of relations

Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15

Research output: Contribution to Journal/MagazineJournal articlepeer-review

  • Sara Valdebenito
  • Lydia Speyer
  • Aja Louise Murray
  • Denis Ribeaud
  • Manuel Eisner
<mark>Journal publication date</mark>31/10/2022
<mark>Journal</mark>Journal of youth and adolescence
Issue number10
Number of pages11
Pages (from-to)1997-2007
Publication StatusPublished
Early online date28/06/22
<mark>Original language</mark>English


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.