The relations between the student–teacher trust relationship and school success in the case of Korean middle schools
- 2 May 2007
- journal article
- research article
- Published by Taylor & Francis Ltd in Educational Studies
- Vol. 33 (2), 209-216
- https://doi.org/10.1080/03055690601068477
Abstract
This study examined relations between the student–teacher trust relationship and school success, including school adjustment, academic motivation and performance. Data were collected from 318 7th‐grade Korean middle school students (170 males, 148 females). All intercorrelations were positively correlated and correlation coefficients were statistically significant (p < 0.01). Structural Equation Modeling (SEM) analysis revealed that the student–teacher trust relationship uniquely contributed to students’ performance through school adjustment and academic motivation. This discussion examines theoretical, empirical and practical implications of the trust relationship as a key predictor of adolescents’ school adjustment, academic motivation and performance.Keywords
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