A longitudinal study on the influence of students relationships with teachers, peers students and school attitude on externalizing behaviors among migrant children / 中国学校卫生

Objective@#To explore the impact of teacher student relationship and peer relationship on externalizing behaviors among migrant children, and to investigate the mediating role of school attitude.@*Methods@#A longitudinal follow up study was designed among 378 migrant children from Hubei, Guizhou and Chongqing city with the teacher student relationship, peer relationship questionnaire, school attitude and the externalizing behavior collected through questionnaire survey.@*Results@#After controlling covariates and baseline (T1) externalized problem behaviors, baseline (T1) teacher student relationship and peer relationship negatively predicted externalizing behavior at T3 ( β teacher student =-0.12, P =0.08; β classmate =-0.20, P <0.01), The mediating effect of school attitude at T2 on the association between externalizing behaviors with teacherstudent relationship (-0.11) and peer relationship(-0.05).@*Conclusion@#Teacher student relationship and peer relationship affect externalizing behaviors among migrant children through school attitude. High quality teacher student relationship and peer relationship might help to reduce externalizing behaviors among migrant children.

Relationship between teacher-student relationship, parent-child relationship and mental health of junior middle school students in divorced families / 中国学校卫生

Objective@#To explore the relationship among parent-child relationship, teacher-student relationship and mental health of junior high school students from divorced families an analysis of the self-reported parent-child relathionship.@*Methods@#Based on the 2014 baseline data of China Education Panel Survey (CEPS), the self-reported parent-child relationship, teacher-student relationship and mental health of 537 junior high school students from divorced families were analyzed.@*Results@#The father-child relationship of junior high school students who lived with their father after their parents divorced was higher than who lived with their mother (t=5.47, P<0.01), and the mother-child relationship was lower than who lived with their mother (t=-7.02, P<0.01). Father-child relationship (B=0.23), mother-child relationship (B=0.24), and teacher-student relationship (B=0.27) significantly positively predicted the mental health of junior high school students from divorced families (P<0.01). Under the condition of low parent-child relationship, the teacher-student relationship has a stronger positive predictive effecton the mental health of junior high school students from divorced families (t=3.16，2.13，P<0.05).@*Conclusion@#Teacher-student relationship can compensate the effect of parent-child relationship on mental health of junior high school students from divorced families.