Teacher-student relationship and academic achievement in China: Evidence from a three-level meta-analysis

Past studies of the relation between teacher-student relationship (TSR) and students’ academic achievement (SAA) yielded mixed results, so this study determined the overall link between TSR and SAA, along with their moderators. This three-level meta-analysis of 90 independent effect sizes in 74 empi...

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Bibliographic Details
Published in:School psychology international 2023-02, Vol.44 (1), p.68-101
Main Authors: Lei, Hao, Wang, Xijing, Chiu, Ming Ming, Du, Mingfeng, Xie, Tongwei
Format: Article
Language:English
Subjects:
Academic Achievement
Chinese
Elementary Schools
English (Second Language)
Foreign Countries
High Schools
Junior High Schools
Literature Reviews
Mathematics
Meta-analysis
Middle schools
Moderators
Population Groups
Sciences
Student teacher relationship
Teacher Student Relationship
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Summary:Past studies of the relation between teacher-student relationship (TSR) and students’ academic achievement (SAA) yielded mixed results, so this study determined the overall link between TSR and SAA, along with their moderators. This three-level meta-analysis of 90 independent effect sizes in 74 empirical studies of 233,961 students showed an overall positive link between TSR and SAA in China (r  =  .259, 95% CI  =  [.227; .290]). This relationship was higher in: (a) China's central region (.305) than its eastern (.238) or western regions (.166); (b) senior high school (.345), followed by junior high school (.251), then primary school (.221); (c) English (.302), followed by math (.272), Chinese (.269), and science (.202); and (d) females (B  =  .507) than males. These results suggest the value of improving teacher-student relationships in policies and practices.
ISSN:0143-0343
1461-7374
DOI:10.1177/01430343221122453