Universität zu Köln

Rauterkus, Hanna ORCID: 0000-0003-4421-6412, Hennemann, Thomas ORCID: 0000-0003-4961-8680, Hagen, Tobias ORCID: 0000-0002-5465-1568, Krull, Johanna ORCID: 0000-0002-9067-6770, Nitz, Jannik ORCID: 0000-0003-0358-8973, Eiben, Katrin ORCID: 0009-0009-2912-4860, Kulawiak, Pawel Roman ORCID: 0000-0001-5939-4380, Verbeck, Leonie ORCID: 0009-0002-1891-5180 and Hanisch, Charlotte ORCID: 0000-0003-4645-0966 (2025). Teachers’ emotional competence and students’ social integration: exploring mediation pathways through teacher-student relationships in elementary classrooms. Frontiers in Education, 10. pp. 1-14. Frontiers Media. ISSN 2504-284X

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Abstract

[Artikel-Nr.: 1713822] Introduction: The Prosocial Classroom Model theorizes that teachers’ emotional competence influences student outcomes through indirect pathways, with teacher-student relationships representing one key mediating pathway. However, empirical evidence testing these specific mediation mechanisms for students’ social integration remains limited. Methods: Using multilevel mediation analysis, we examined direct and indirect associations between teachers’ emotional competence and students’ social integration in a sample of 43 first-grade teachers and 618 students across 18 German elementary schools. Teachers’ emotional competence was assessed via self-report (EKF), social integration through students’ self-perception (FEESS) and peer nominations, and teacher-student relationship quality from students’ perspectives (SPARTS). Results: Teachers’ emotional competence showed no significant direct associations with any social integration indicator. However, multilevel mediation analyses revealed a significant indirect pathway through teacher-student closeness for students’ self-reported social integration (indirect effect = 0.022, p = 0.046), while the total effect reached significance ( p = 0.048). No mediation effects emerged for peer-nominated acceptance or rejection, indicating construct-specific pathways. Discussion: These findings provide initial empirical support for the Prosocial Classroom Model’s core proposition that teachers’ emotional competence relates to student outcomes primarily through relationship-mediated rather than direct pathways. While effect sizes are small, results suggest that interventions targeting teachers’ emotional competence may enhance students’ self-perceived social integration by improving teacher-student relationship quality. The differential effects across self-report versus peer-nomination measures highlight the complexity of social integration processes in elementary classrooms.

Item Type:	Article
Creators:	Creators Email ORCID ORCID Put Code Rauterkus, Hanna UNSPECIFIED https://orcid.org/0000-0003-4421-6412 UNSPECIFIED Hennemann, Thomas UNSPECIFIED https://orcid.org/0000-0003-4961-8680 UNSPECIFIED Hagen, Tobias UNSPECIFIED https://orcid.org/0000-0002-5465-1568 UNSPECIFIED Krull, Johanna UNSPECIFIED https://orcid.org/0000-0002-9067-6770 UNSPECIFIED Nitz, Jannik UNSPECIFIED https://orcid.org/0000-0003-0358-8973 UNSPECIFIED Eiben, Katrin UNSPECIFIED https://orcid.org/0009-0009-2912-4860 UNSPECIFIED Kulawiak, Pawel Roman UNSPECIFIED https://orcid.org/0000-0001-5939-4380 UNSPECIFIED Verbeck, Leonie UNSPECIFIED https://orcid.org/0009-0002-1891-5180 UNSPECIFIED Hanisch, Charlotte UNSPECIFIED https://orcid.org/0000-0003-4645-0966 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-812276
Identification Number:	10.3389/feduc.2025.1713822
Journal or Publication Title:	Frontiers in Education
Volume:	10
Page Range:	pp. 1-14
Number of Pages:	14
Date:	12 December 2025
Publisher:	Frontiers Media
ISSN:	2504-284X
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Heilpädagogik und Rehabilitation Faculty of Human Sciences > Department Psychologie Center for Teacher Education
Subjects:	Psychology Education
Uncontrolled Keywords:	Keywords Language teacher emotional competence ; social integration ; teacher-student relationships ; multilevel mediation ; elementary education English
['eprint_fieldname_oa_funders' not defined]:	Publikationsfonds UzK
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/81227