Учитель как фигура привязанности: связь воспринимаемых принятия и отвержения классным руководителем с успеваемостью у детей с миграционным опытом.

Мир психологии. Научно-методический журнал. 2026. № 3 (126). С. 254–271.

Iskakova B., Novikova M.

In the present study, a sample of 8,707 students from 319 schools in two regions of Russia was used to examine the relationship between their perceived attitude toward their class teacher (including components of acceptance and rejection) and their academic performance. Structural equation modeling (SEM) was used, including a multigroup approach, and Mann-Whitney test. The results of the study showed a significant relationship between the factors of «Accessibility and Acceptance» and «Rejection» with grades in mathematics and literature in the sample of all students.  At the same time, migrant students rate «Accessibility and Acceptance» of the class teacher significantly lower than local students, however, the moderating nature of migration status was not confirmed. The findings and limitations of the study are discussed.

Keywords: школа, академическая успеваемость, дети с миграционным опытом, классный руководитель, взаимоотношения учитель-ученик, дети из семей мигрантов, факторы академических результатов, восприятие учителя, предвзятое поведение учителей

Publication based on the results of: A longitudinal research of factors contributing to academic underachievement and adversity among students in compulsory education (2025)