The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis

Abstract

This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs) and negative academic emotions (NAEs)] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions. Furthermore, students' culture, age, and gender moderated these links. The correlation between teacher support and PAEs was stronger for Western European and American students than for East Asian students, while the correlation between teacher support and NAEs was stronger for East Asian students than for Western European and American students. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students.

The roles of teacher–student relationship quality and self-concept of ability in adolescents’ achievement emotions: temperament as a moderator

“…A conflictual relationship with the teacher, in turn, was related to lower levels of enjoyment and higher levels of boredom and anxiety in both school subjects. These results are in line with our H2a and H2b, previous studies showing that highquality teaching is related to increased enjoyment and decreased boredom Goetz et al 2006Goetz et al , 2013; see also Lei et al 2018), and a study showing that teacher affective support is related to higher enjoyment (Sakiz 2012). These results are also in accordance with previous studies showing that a lower quality of instruction is related to higher levels of boredom and anxiety Goetz et al 2006Goetz et al , 2013 and lower levels of enjoyment .…”

“…H2c: No specific hypotheses were set for the role of teacher-student closeness in anxiety because the related previous results have been contradictory (cf. Arbeau et al 2010;Elmelid et al 2015;Frenzel et al 2007;Goetz et al 2006Goetz et al , 2013; see also Lei et al 2018).…”

“…H2a: We expected that closeness would be positively related to enjoyment and negatively to boredom (cf. Frenzel et al 2007;Goetz et al 2006Goetz et al , 2013; see also Lei et al 2018). H2b: In contrast, conflict was expected to be related to higher boredom and anxiety (cf.…”

“…Although teacher-student relationship quality has been found to be important in terms of academic outcomes, such as higher school engagement and academic performance (for a meta-analysis, see Roorda et al 2011), less is known about the role of the teacher-student relationship quality in the arousal of early adolescents' subject-specific achievement emotions. Previous empirical studies have suggested that high teacher support tends to be related with lower negative and higher positive achievement emotions (for a meta-analysis, see Lei et al 2018). However, less is known about the role that teacher-student relationships have on single achievement emotions, such as enjoyment, boredom and anxiety.…”

The Educational Situation Quality Model: Recent Advances

“…Previous studies provided strong evidence linking teacher support and students’ academic emotions (see the meta-analysis conducted by Lei et al, 2018). The learning environment quality depends, to a great extent, on the simultaneous presence of the challenges offered and on the supports provided (Shernoff et al, 2016).…”