About this Research Topic
Twenty years after the publication of Pianta's manual, it is necessary to attempt a synthesis of the path taken in this area of research to understand where we have arrived and what steps to take in the future investigations. Although much work has been done in this area of research, many questions remain unanswered. For example, some dimensions of the teacher-pupil relationship (i.e., closeness and conflict) are much more investigated than the dependency dimension. We need to investigate the characteristics of the teacher-child relationship and how they vary by gender, age, ethnicity, and teacher and student characteristics. It is necessary to investigate how pupils and teachers perceive their relationship with each other, and to study their concordance. Where there is more than one teacher, it is important to consider the relationship that the student has with the teachers, taking into account the type of subject and the hours spent in the classroom. Further contributions could also study the association between the quality of the relationship and developmental outcomes, identifying the mechanisms involved. Finally, adopting a cross-cultural perspective, we could better identify which aspects of the quality of the teacher-teacher relationship tend to be universal and which ones, and in what way, are shaped by culture.
Therefore, this Research Topic aims to offer a synthesis of the state of the art on research on teacher-student relationship quality and to collect original contributions that can offer new insights and stimuli for future research. This article collection welcomes both theoretical and empirical (qualitative and/or quantitative) works that contribute to the consolidation of current knowledge, highlight limitations and critical issues of current research, or offer new ideas and reflections to support future research. Original empirical research from different parts of the world (including validation of instruments in cultures not yet surveyed) is welcome, and cross-cultural comparisons are valued more highly. Narrative reviews, commentary, systematic reviews and meta-analyses that have a significant impact on understanding the association between quality of the teacher-student relationship and its connection to child and adolescent developmental processes are also welcome. They should offer a concrete impetus to the advancement of knowledge in this area of research and guide future research are also welcome.
Keywords: student-teacher relationship, educational psychology, school psychology, attachment, Pianta
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.