The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
Top Cited Papers
- 1 December 2011
- journal article
- Published by American Educational Research Association (AERA) in Review of Educational Research
- Vol. 81 (4), 493-529
- https://doi.org/10.3102/0034654311421793
Abstract
A meta-analytic approach was used to investigate the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement (k = 61 studies, N = 88,417 students), negative relationships and engagement (k = 18, N = 5,847), positive relationships and achievement (k = 61, N = 52,718), and negative relationships and achievement (k = 28, N = 18,944). Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium. Some of these associations were weaker, but still statistically significant, after correction for methodological biases. Overall, stronger effects were found in the higher grades. Nevertheless, the effects of negative relationships were stronger in primary than in secondary school.Keywords
This publication has 103 references indexed in Scilit:
- Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic AdjustmentThe Elementary School Journal, 2011
- The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactionsEarly Childhood Research Quarterly, 2010
- The role of child gender and ethnicity in teacher–child relationship quality and children's behavioral adjustment in preschoolEarly Childhood Research Quarterly, 2009
- Teacher preference, peer rejection, and student aggression: A prospective study of transactional influence and independent contributions to emotional adjustment and gradesJournal of School Psychology, 2008
- Who Makes the Choice? Rethinking the Role of Autonomy and Relatedness in Chinese Children’s MotivationChild Development, 2008
- Prediction of children's academic competence from their effortful control, relationships, and classroom participation.Journal of Educational Psychology, 2008
- Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study.Journal of Educational Psychology, 2008
- The role of emotion regulation in children's early academic successJournal of School Psychology, 2007
- Does Class Size in First Grade Relate to Children's Academic and Social Performance or Observed Classroom Processes?Developmental Psychology, 2004
- Motivation and Education: The Self-Determination PerspectiveEducational Psychologist, 1991