Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality

This study tested a theoretical model considering students' personality traits as predictors of student–teacher relationship quality (closeness, conflict, and dependency), the effects of student–teacher relationship quality on students' math and reading achievement, and the mediating role of students' motivational beliefs on the association between student–teacher relationship quality and achievement in upper elementary school. Surveys and tests were conducted among a nationally representative Dutch sample of 8545 sixth-grade students and their teachers in 395 schools. Structural equation models were used to test direct and indirect effects. Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual relationships, and neuroticism as a predictor of dependent and conflictual relationships. Extraversion was associated with higher levels of closeness and conflict, and autonomy was only associated with lower levels of dependency. Students' motivational beliefs mediated the effects of dependency and student-reported closeness on reading and math achievement.