Psychological Studies of Teacher–Student Relationships: Factors, Conditions and Consequences

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".

Deadline for manuscript submissions: closed (10 May 2024) | Viewed by 192

Special Issue Editors

E-Mail Website
Guest Editor
Faculty of Medicine and Psychology, Rome, Italy
Interests: early childhood education; school psychology; child development; interpersonal relationships
Special Issues, Collections and Topics in MDPI journals

E-Mail Website
Guest Editor
Faculty of Medicine and Psychology, Rome, Italy
Interests: developmental and educational psychology; children’s social development; children’s drawings
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

A wealth of psychological research around the world in every school order has demonstrated the crucial importance of interpersonal relationships between teachers and their pupils for children’s well-being and school adaptation. To this body of research a seminal contribution has come from attachment theory, showing that some dimensions of the student–teacher relationship, namely closeness, conflict, and dependency, are fundamental for children’s well-being and motivation. Initially based on teacher reports, studies have subsequently addressed the points of view of children themselves, thanks to the use of suitable tools such as individual interviews and drawings, and their convergence with those of adults. Many personal factors underlying the relationship have been examined, both in terms of students’ characteristics, such as deviant behavior or intellectual limitations, and of teachers’ personalities and abilities.

While these extant lines of research are still open for new contributions, other aspects of the student–teacher relationship have been studied less: teachers’ feelings and their effects; the interface between interactions, relationships, and contexts; the comparative evaluation of different theoretical proposals; and interdisciplinary ideas suggested from a sociological or philosophical standpoint. Furthermore, applications from basic findings to teacher training and classroom interventions are still at their beginning.

This Special Issue aims to elaborate on two complementary perspectives: macro and micro. We hope to receive studies on contextual factors at various levels: culture, values, religious traditions, school legislation and management, school–family communication, and classroom climate. We also hope to receive studies focused on didactic interactions (e.g., teacher–student communication, and disciplinary events), teachers’ abilities (e.g., emotional intelligence, overall competence), and their intertwining with dyadic relationships. Empirical contributions as well as reviews and theoretical discussions will also be welcome.

Empirical contributions as well as reviews and theoretical discussions will be welcome.

You may choose our Joint Special Issue in Children.

Dr. Anna Di Norcia
Dr. Anna Silvia Bombi
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • teacher–student dyad
  • interpersonal relationships in school
  • personal characteristics
  • students' and teachers' well-being
  • academic success

Published Papers

There is no accepted submissions to this special issue at this moment.
Back to TopTop