This longitudinal study evaluated the impact of dyadic and classroom-level teacher-child rela- tionship quality in first grade on children’s psy- chosocial and academic adjustment in first (N = 3,784), second (N=3,666), and third (N=3,582) grade, controlling for several child features, namely, child demographics and children’s ini- tial levels of adjustment in kindergarten. Results of multilevel hierarchical regression analyses showed that first-grade dyadic relationship vari- ables (i.e., teacher-child conflict and closeness) as well as classroom relational climate variables (i.e., the average level of teacher-child conflict and closeness in the classroom) were associated with children’s psychosocial adjustment in the first years of primary school. Associations be- tween first-grade dyadic relationship quality and classroom relational climate, on the one hand, and academic achievement on the other, however, were negligible.
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