La calidad de interacciones profesor estudiante y el desempeño en cuarto de primaria

This article analyzes the association between the quality of teacher-student interactions and the academic and socioemotional development of fourth-grade students in two public charter schools in Bogotá (Colombia). Using a correlational design, linear regression models were applied to estimate the relationship between the dimensions of closeness and conflict—measured through the STRS—and student performance in Spanish, Mathematics, and socioemotional skills. The results show that relationships characterized by greater closeness are positively associated with performance in Spanish and socioemotional development, while conflict is negatively associated with performance in Mathematics and with five out of the six socioemotional skills evaluated. These findings remain significant even after controlling for family, individual, and teacher-related variables, and are consistent with previous research. The study thus highlights the importance of strengthening teachers’ capacities to foster high-quality interactions as a key component of child development in school settings

Charter · Closeness · Honour · Socioemotional selectivity theory · Developmental and Educational Neuropsychology · Inclusive Education and Diversity · Parental Involvement in Education