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

Hao LEI, Xijing WANG, Ming Ming CHIU, Mingfeng DU, Tongwei XIE

Research output: Contribution to journalArticlespeer-review

Abstract

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. Copyright © 2022 The Author(s).

Original languageEnglish
JournalSchool Psychology International
Early online dateSep 2022
DOIs
Publication statusE-pub ahead of print - Sep 2022

Citation

Lei, H., Wang, X., Chiu, M. M., Du, M., & Xie, T. (2022). Teacher-student relationship and academic achievement in China: Evidence from a three-level meta-analysis. School Psychology International. Advance online publication. doi: 10.1177/01430343221122453

Keywords

  • Three-level meta-analysis
  • Positive teacher-student relationships
  • Students’ academic achievement
  • Moderation analysis

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