Reciprocal relations between teachers' relational goals, students' conflict and boredom in German and mathematics classes

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Background Teachers' relational goals are important prerequisites of positive teacher–student relationships, in turn shaping students' emotional experiences during the learning process. However, the reciprocal nature of these interrelations remains unclear. Aims We tested reciprocal relations between teachers' relational goals, student‐perceived conflicts with teachers, and students' boredom in German and mathematics class. Sample N = 89 German language teachers with their n = 1573 students and n = 77 mathematics teachers with their n = 1588 students who participated across four time points (T1–T4) over two school years. Methods We estimated two subject‐specific (German/mathematics) random‐intercept cross‐lagged panel models (RI‐CLPMs). Results In German classes, teachers' relational goals (T3) negatively related to students' boredom (T4). In mathematics classes, students' boredom (T1) negatively related to teachers' relational goals (T2). In both subjects, students' overall conflict with the teacher was positively related to their overall boredom. Conclusions The findings suggest subject‐specific transactional dynamics rather than consistent reciprocal effects by showing that German language teachers' relational goals are related to lower subsequent boredom, whereas in mathematics, higher student boredom was associated with lower subsequent teachers' relational goals. Strengthening relational classroom practices may help reduce boredom and conflict.