Supportive relationships between children and teachers contribute to children's academic success and social-emotional development (e.g., self-efficacy). However, it is unclear how changes in these relationships might translate to changes in educational expectations. In this study, we used data from the National Longitudinal Study of Adolescent to Adult Health (Add Health; N = 20,745) to test how changes in relationship closeness relate to children's expectations for their future educational achievement, as well as how this association differs based on parental expectations, socioeconomic status, and academic aptitude. Cross-lagged regression models indicated that changes in teacher-child closeness positively relate to changes in child educational expectations; multi-group analyses reflect that this association is strongest for children whose parents hold low expectations and for those with lower levels of academic aptitude. We discuss implications for promoting positive academic and social-emotional development within school settings.

儿童和教师之间的支持性关系有助于儿童的学业成功和社会情感发展（例如自我效能）。然而，目前尚不清楚这些关系的变化如何转化为教育期望的变化。在这项研究中，我们使用了国家青少年至成人健康纵向研究（Add Health；N = 20,745）来测试关系亲密程度的变化与儿童对其未来教育成就的期望有何关系，以及这种关联如何根据父母的期望、社会经济地位和学术能力而有所不同。交叉滞后回归模型表明，师生亲密度的变化与儿童教育期望的变化呈正相关；多组分析表明，对于父母期望较低的孩子和学术能力较低的孩子来说，这种关联最为强烈。我们讨论了在学校环境中促进积极的学术和社会情感发展的影响。