Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

Abstract

The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher-student relationships and students' achievement. Furthermore, we examined whether results differed for primary and secondary school and whether similar results were found in a longitudinal subsample. Our sample consisted of 189 studies (249,198 students in total) that included students from preschool to high school. A distinction was made between positive relationship aspects (e.g., closeness) and negative relationship aspects (e.g., conflict). Meta-analytic structural equation modeling showed that, overall, the associations between both positive relationships and achievement and negative relationships and achievement were partially mediated by student engagement. Subsequent analyses revealed that mediation is applicable to both primary and secondary school. Only the direct association between positive relationships and engagement was stronger in secondary school than in primary school. Finally, partial mediation was also found in the longitudinal subsample.

A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analyses of Physiology and Interpersonal Behavior

“…The IPC-T can be used to assess both self-and student-perceptions of teachers' general Agency and Communion in class via questionnaires (i.e., Questionnaire on Teacher Interaction, QTI; Wubbels, Créton, & Hooymayers, 1985). Research has shown that teacher behavior characterized by relatively high levels of Agency and Communion, that is, directing and helpful behavior, is preferred by both teachers and students, and is associated with more pleasurable student emotions (Mainhard et al, 2018) and better cognitive outcomes (Roorda, Jak, Zee, Oort, & Koomen, 2017;Wubbels, Brekelmans, Mainhard, Den Brok, & Van Tartwijk, 2016). Sadler et al (2009) developed a computer-joystick method to observe interpersonal behavior continuously over time: Continuous Assessment of Interpersonal Dynamics (CAID).…”

Teacher–student relationship quality and math achievement: The mediating role of teacher self‐efficacy

“…Although TSRQ is an essential variable impacting student outcomes, the mechanism of influence is less clear. As an example, TSRQ is associated with improved student achievement via increases in student engagement (Hughes & Kwok, ; Roorda, Jak, Zee, Oort, & Koomen, ). TSRQ also appears to be related to subject‐specific attainment of mathematical skills (Rimm‐Kaufman, Baroody, Larsen, Curby, & Abry, ), where increases in closeness and decreases in conflict have a positive influence on math achievement.…”

Modeling and Analysis on Teacher-Student Relationship

“…(2) e teacher should have a good competition and cooperation environment to decrease the negative impact of the environment. (3) e teacher should incorporate more students into his research team and improve the cooperation with students.…”

“…e relationship between teachers and students is the most basic relationship in the process of education and also a special kind of interpersonal and social relations, which is key to students' academic, social, and emotional development, and may altogether a ect the educational environment [1]. Good teacher-student relationship, characterized by high levels of closeness, plays an active role in the development of both teachers and students, which contributes to students' social-emotional, behavioral, and academic adjustment [2,3]. ese studies provide insight into how teacher-student relationships in uence students' outcomes.…”