Numerous overview and research papers emphasize the central importance of teacher-student-relationships for successful teaching/learning processes. Therefore, an extensive theoretical understanding of the conditions and consequences of teacher-student-relationships as well as its reciprocal nature is crucial to be able to systematically portray the complexity of this special relationship in empirical papers. However, up until now, few studies have considered the perspectives of both students and teachers and have investigated how teacher-student-relationships develop over time. Furthermore, research has often been focused on single aspects, and mediating processes have been neglected. BeLL addresses these research gaps by investigating the reciprocity of relational behaviors between teachers and students and mediating psychological processes. The project is comprised of two related longitudinal sub-projects that will be integrated into a comprehensive model. 

The relationship between teachers and students takes a central role in learning, education, and professionalization processes. For example, relationships between teachers and students have a crucial significance for students' motivational and cognitive development. Furthermore, these relationships are important for teachers’ professional success and wellbeing. Therefore, a profound understanding of the factors that contribute to a successful relationship between teachers and students is important for educational practices. The acquired knowledge can, for example, be integrated into teacher training programs as well as further education to strengthen relationships at schools.

Below, you can find a selection of scientific publications concerning this topic:

Hagenauer, G., & Raufelder, D. (2021). Lehrer-Schüler-Beziehung. In T. Hascher, T.-S. Illner, & W. Helsper (Hrsg.), Handbuch Schulforschung. Heidelberg, Germany: Springer.

Ittel, A., & Raufelder, D. (2009). Lehrerrolle - Schülerrolle. Wie Interaktion gelingen kann. Göttingen, Germany: Vandenhoeck & Ruprecht.

Knierim, B., Raufelder, D., & Wettstein, A. (2017). Die Lehrer-Schüler-Beziehung im Spannungsfeld verschiedener Theorieansätze. Psychologie in Erziehung und Unterricht, 64(1), 35-48. doi: 10.2378/peu2017.art04d

Lazarides, R. & Schiefele, U. (2021). Von der Lehrermotivation zur Schülermotivation. Theoretische Perspektiven und empirische Befunde zur Förderung von Lernmotivation im Unterricht. In Lazarides, R. & Raufelder, D. (Hrsg.), Motivationsförderung in unterrichtlichen Lehr-Lernkontexten. (Edition ZfE, Bd. 10, S. 3-28). Wiesbaden: Springer VS. doi: 10.1007/978-3-658-31064-6_9

Keller, M. & Lazarides, R. (2021). Effekte von Lehreremotionen auf Unterrichtsgestaltung und Schüleremotionen: Eine Tagebuchstudie im Fach Mathematik. Rubach, C. & Lazarides, R. (Hrgs.), Emotionen in Schule und Unterricht. Bedingungen und Auswirkungen von Emotionen bei Lehrkräften und Lernenden (S. 108-127). Opladen: Budrich.

Rubach, C. & Lazarides, R. (2021). Freude und Angst von Schülerinnen und Schülern: Welche Zusammenhänge existieren zur Individualisierung und Selbstbestimmung im Mathematikunterricht? Rubach, C. & Lazarides, R. (Hrgs.), Emotionen in Schule und Unterricht. Bedingungen und Auswirkungen von Emotionen bei Lehrkräften und Lernenden (S. 169-191). Opladen: Budrich.