A multistudy replication and extension of teacher-student relationship typologies in secondary maths and science

Teacher-student relationships are critically important to adolescents’ academic success and engagement. Attachment theory articulates that these relationships are multidimensional and comprise positive (closeness, instrumental support) and negative dimensions (conflict). By and large, motivational research has examined the association between teacher-student relationships and engagement in adolescence via variable centered approaches and have typically focused positive rather than negative relational dimensions. Although critical to identifying unique associations between different dimensions of these relationships and engagement, such research cannot address gaps in current understanding about relational typologies. Prior research (Burns et al., 2022, Roorda & Bosman, 2022) has demonstrated that different combinations of these dimensions yield distinct relationship typologies. This multi-study paper applies latent profile analysis in two independent samples (n1 = 969, n2 = 753) of Australian adolescents (Years 9 and 10) to extend this prior research by (1) replicating the distinct relational typologies identified in prior research and (2) examining the associations of between different relational typologies with subject specific engagement (mathematics and science). Both studies examine the extent to which students experience (dis)similar relationships with different teachers and potential gender differences in relational quality. It was hypothesized that students would have more consistent relationships with different teachers than dissimilar relationships. The findings of both studies replicate the relationship profiles identified in prior research: positive, negative, and complicated. This suggests that teacher-student relationships need to be considered in terms of relative levels of dimensions, rather than on a continuum from positive to negative. The hypothesis that students would have more uniform relationships was also supported. Only ≈6% of students across both studies reported mixed relationships, such that they reported a hostile relationship with one teacher and a positive relationship with another teacher. Findings provide evidence for cumulative effects of positive relationships on academic engagement, but limited evidence for protective effective of positive relationships across subjects. Gender differences were identified, such that boys were more likely to have uniformly negative relationships. These studies contribute to continued conceptualizing of teacher-student relationships beyond the positive/negative binary and advance theoretical understandings of students’ working models of relationships. Implications for teacher practice and teacher training are identified, particularly in relation to how teachers manage conflict generally, how teachers can repair hostile relationships, and the importance of considering individual relationships as components of students’ social ecosystems.