苏州SSES 2019样本：学生感知的师生关系与社会情绪技能关联的报告来源差异

ORIGINAL RESEARCH article

Front. Psychol.

Sec. Educational Psychology

• Anqing Normal University, Anqing, China

Abstract

Students’ perceptions of their relationships with teachers may be associated with social-emotional functioning, but the magnitude of this association may depend on who reports the outcomes. We examined whether student-perceived relationships with teachers were associated with five domains of social-emotional skills reported by students, parents, and teachers, and whether association magnitudes differed across reporting sources. Data were drawn from 7,246 students in 151 school-by-cohort units in the Suzhou sample of the 2019 OECD Survey on Social and Emotional Skills. Survey-weighted fixed-effects models estimated within-unit associations, matched stacked models compared slopes across informants, and school-by-cohort-grouped cross-validation assessed incremental prediction. All 15 informant-by-domain associations were positive and remained significant after false-discovery-rate correction. In matched samples, student-report slopes ranged from 0.234 to 0.256, compared with 0.083 to 0.109 for parent reports and 0.080 to 0.106 for teacher reports. All student-versus-adult contrasts remained significant after correction, whereas none of the parent-versus-teacher contrasts did. The pattern also extended to 44 of 45 skill-level tests. Adding the relationship index improved out-of-fold weighted R² in all 30 prediction comparisons, although absolute predictive performance was weak, particularly for adult-reported outcomes. These findings indicate that student-perceived relationships with teachers have cross-informant relevance, while the strongest associations arise when both constructs share the student reporter. Reporting source should therefore be treated as substantive information in educational assessment, and relationship ratings should contextualize rather than replace multi-informant evidence.

Keywords

educational psychology, multi-informant assessment, OECD Survey on Social and Emotional Skills, Social-emotional skills, teacher-student relationships

Received

26 July 2026

Accepted

25 September 2026

Copyright

© 2026 Zhu, Wang and Chen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence:

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