Finding a way to improve students' learning performance is a crucial concern in education reform. Many researchers have investigated possible predictors of student learning performance, including personality traits, learning styles, self‐efficacy, and so on. Nevertheless, there is limited research that examines the effectiveness of the interaction between students and teachers, achievement sharing, and the classroom environment. This study investigates the impact of effective communication between students and teachers, achievement sharing, and a positive classroom environment on learning performance through an empirical analysis. We found that when teachers create a sense of community, respond to students and foster positive relationships, students are more engaged and enthusiastic about learning and tend to perform better academically. Copyright © 2014 John Wiley & Sons, Ltd.

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