Journal Article

The Influence of Affective Teacher-Student Relationships on Students' School Engagement and Achievement: A Meta-Analytic Approach

Spilt, Jantine L., Koomen, Helma M. Y., Roorda, Debora L., Oort, Frans J.

2011

Overview

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.

• Publisher: SAGE Publications,American Educational Research Association
• Subject: Academic Achievement / Academic learning / Affective Behavior / Correlation / Educational psychology / Educational research / Elementary School Students / Elementary School Teachers / Elementary schools / Ethnicity / High school students / Learner Engagement / Meta Analysis / Outcomes of education / Preschool children / Secondary School Students / Secondary School Teachers / Secondary schools / Student School Relationship / Student teacher relationship / Students / Teacher organizations / Teacher Student Relationship / Teachers / Teaching methods