Teacher–Student Relationship and Academic Achievement Among Adolescents
A Moderated Mediation Model
Bibliographic Data
| ID | 21375937 |
|---|---|
| Authors | Yun Luo (0000-0002-6243-7000, School of Education Zhaoqing University Zhaoqing China), Xiuli Yu (Zhaoqing University), Xintian Yu (School of Education Zhaoqing University Zhaoqing China), Yuan Tang (0000-0001-5417-8988, School of Psychology Nanjing Normal University Nanjing China), Hui Zhang (0000-0002-8814-226X, School of Psychology Nanjing Normal University Nanjing China, corresponding author) |
| Year | 2025 |
| Volume | 62 |
| Issue | 4 |
| Pages | 1112-1121 |
| Publication date | 2025-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23377 |
| OpenAlex | W4405781879 |
| Language | EN |
| Citations received | 3 |
| References cited | 54 |
The current study investigated the mediating role of academic engagement in the association between the teacher–student relationship and academic achievement, and whether self‐control moderates the mediating process. The sample consisted of 1411 Chinese adolescents ( M age = 16.77 years, 543 boys) aged between 11 and 19 years. Self‐reported questionnaires were used to collect data. The results show that (1) the teacher–student relationship has a significant positive predictive effect on adolescents' academic achievement; (2) academic engagement has a positive mediating effect between the teacher–student relationship and academic achievement; and (3) the indirect effect of the teacher–student relationship on adolescents' academic achievement through academic engagement is moderated by self‐control, in which self‐control plays a role as a protective factor, and the indirect effect is more significant for adolescents with low self‐control than for those with high self‐control. These findings extend our understanding of how teacher–student relationships influence academic achievement among adolescents. The results have theoretical and practical value for guiding educational work in schools and improving the academic achievement of adolescents
Academic achievement · Developmental psychology · Mathematics education · Mediation · Moderated mediation · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school
The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students
Academic Engagement
School as a Context of Early Adolescents' Academic and Social-Emotional Development
Dynamics of affective states during complex learning
Relation of Academic Support From Parents, Teachers, and Peers to Hong Kong Adolescents' Academic Achievement
The assessment of school engagement
Autonomy, competence, and relatedness in the classroom
Relationships Matter
Taking Stock of Self-Control
School context, achievement motivation, and academic engagement
School Climate
The Control-Value Theory of Achievement Emotions
School Engagement
A gradient of childhood self-control predicts health, wealth, and public safety
The roles of teacher–student relationship quality and self-concept of ability in adolescents’ achievement emotions
High Self‐Control Predicts Good Adjustment, Less Pathology, Better Grades, and Interpersonal Success
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
The Relationship Between Self-Control and Self-Efficacy Among Patients With Substance Use Disorders
Positive Psychology of Malaysian University Students
Effects of an Elementary School Intervention on Students' “Connectedness” to School and Social Adjustment During Middle School
The relationship between cooperative learning, perception of social support, and academic achievement
Teacher–Student Relationship Quality and Student Engagement
Student Self-Efficacy, Classroom Engagement, and Academic Achievement
How Does Self-Control Affect Academic Achievement of Adolescents? The Dual Perspectives of Teacher-Student Relationship and Mastery Approach Goals
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |