Emotional and motivational aspects of teacher-student relationships are central to adolescents' psychological need satisfaction and academic development. However, few longitudinal studies examine how Show more
Emotional and motivational aspects of teacher-student relationships are central to adolescents' psychological need satisfaction and academic development. However, few longitudinal studies examine how these relational experiences evolve during adolescence or co-occur with emotional-motivational functioning. Drawing on the Self-Determination Theory and recent models of emotion transmission in classrooms, this study aims to explore how students' emotional and motivational perceptions of teachers co-occur with psychological need satisfaction in distinct developmental profiles and to examine their transitions over time during adolescence. The sample consisted of 779 German secondary school students (57% female; aged 12-15) from high-track schools, surveyed in Grade 8 (T1) and Grade 9 (T2). Latent profile analyses (LPA) and latent transition analyses (LTA) were conducted using six indicators: socio-emotional teacher-student relationship, perceived teacher motivation (positive/negative), and satisfaction of autonomy, competence and relatedness needs. Gender and academic grades were included as covariates. Three distinct profiles emerged: (1) emotionally disconnected & controlled, (2) emotionally ambivalent & uncertainly self-determined and (3) emotionally safe & self-determined. While transitions towards the moderate profile were most common, extreme profiles remained relatively stable. Lower academic performance significantly predicted membership in less favourable profiles. Findings underscore the intertwined nature of emotional relationships and motivational experiences in adolescence. Socio-emotional teacher support emerged as a key differentiator between profiles. Interventions should target emotionally supportive climates to foster students' psychological need satisfaction and engagement. Show less