Affective teacher-student relationships and students' externalizing behavior problems: A meta-analysis

Hao LEI, Yunhuo CUI, Ming Ming CHIU

Research output: Contribution to journalArticlespeer-review

21 Citations (Scopus)

Abstract

This meta-analysis of 57 primary studies with 73,933 students shows strong links between affective teacher-student relationships (TSRs) and students' externalizing behavior problems (EBPs). Moreover, students' culture, age, gender, and the report types of EBPs moderated these effects. The negative correlation between positive indicators of affective TSRs and students' EBPs was stronger (a) among Western students than Eastern ones, (b) for students in the lower grades of primary school than for other students, (c) when rated by teachers or parents than by students or peers, and (d) among females than among males. In contrast, the positive correlation between negative indicators of affective TSRs and students' EBPs was stronger (a) among Eastern students than Western ones, (b) for students in the higher grades of primary school than for other students, and (c) when rated by students or peers than by teachers or parents. Copyright © 2016 Lei, Cui and Chiu.
Original languageEnglish
Article number1311
JournalFrontiers in Psychology
Volume7
DOIs
Publication statusPublished - Aug 2016

Citation

Lei, H., Cui, Y., & Chiu, M. M. (2016). Affective teacher-student relationships and students' externalizing behavior problems: A meta-analysis. Frontiers in Psychology, 7. Retrieved from https://doi.org/10.3389/fpsyg.2016.01311

Keywords

  • Affective teacher—student relationships
  • Externalizing behavior problems
  • Meta-analysis
  • Students

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