The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
A Meta-Analytic Approach
Bibliographic Data
| ID | 23312909 |
|---|---|
| Authors | Debora L Roorda (0000-0002-0824-1154, University of Amsterdam), Helma M Y Koomen (0000-0001-9404-1855, University of Amsterdam), Jantine L Spilt (0000-0002-3863-9868, VU-University), Frans J Oort (0000-0003-1823-7105, University of Amsterdam) |
| Year | 2011 |
| Volume | 81 |
| Issue | 4 |
| Pages | 493-529 |
| Publication date | 2011-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0034-6543 • E-ISSN: 1935-1046 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0034654311421793 |
| OpenAlex | W2101606999 |
| Language | EN |
| Citations received | 677 |
| References cited | 130 |
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.
Academic achievement · Developmental psychology · Mathematics education · Positive relationship · Student achievement · Student engagement · Early Childhood Education and Development · Educational Environments and Student Outcomes · Parental Involvement in Education · Psychology · Social Psychology
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| Unique citing works | 677 |
|---|---|
| Citations per year | 45,13 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 649 |