Zurbriggen, Carmen Schwab, Susanne Kalkusch, Isabelle Neuhauser, Alex Lanfranchi, Andrea Klaver, Peter 2025 This study investigates whether individual student characteristics and the teacher-student relationship can explain teachers' judgment (in)accuracy of three aspects of students' subjective well-being in early primary education. To this end, we analyse the consistency and specificity of teacher reports and self-reports (N = 1582) of Grade 3 students' subjective well-being by employing a multiple-indicator correlated trait-correlated method minus one model, with explanatory variables assessed in Grades 1 and 3. Our findings indicate that the consistency of teacher reports with students' self-reports is relatively low to moderate. Students' gender, academic achievement, intelligence and behavioural skills are significantly associated with the specificity of teacher reports of students' subjective well-being. The teacher-student relationship explains the specificity in teacher reports, with negative associations for conflicts and positive associations for closeness. This study highlights the relevance of behavioural skills and the teacher-student relationship for the alignment between teachers' judgment and self-reports of students' subjective well-being. application/pdf https://folia.unifr.ch/global/documents/332605 https://folia.unifr.ch/documents/332605/files/ja_zurbriggen_etal_2025_leaind.pdf eng info:eu-repo/semantics/altIdentifier/doi/10.1016/j.lindif.2025.102754 info:eu-repo/semantics/openAccess License undefined Subjective well-being Judgment accuracy Behaviour problems Teacher-student relationship. Explaining teachers' judgement accuracy of students' subjective well-being by students' individual characteristics and the teacher-student relationship http://purl.org/coar/resource_type/c_6501