Abstract

Abstract This study aimed to examine the associations between child temperament and trajectories of the three dimensions of the student–teacher relationship (Closeness, Conflict, and Dependency) during elementary school. Latent class growth analyses conducted among 744 French‐Canadian students recruited between 2008 and 2010 (46.8% girls; M age = 8.39; 90.9% White; 49.7% with externalizing behavior problems) revealed four Closeness trajectories and three Conflict trajectories, but no significant variability between children in mean levels of change in Dependency. Surgency‐Extraversion and Effortful control were associated with specific trajectories of Closeness and Conflict. Effortful control was also associated with cross‐sectional assessments of Dependency. These results suggest that temperament is a useful construct in understanding developmental patterns of the student–teacher relationship across the elementary school years.