Effects of Teacher Support on Students' Academic Achievement: A Meta-Analysis

• In Event: New Directions in Research on Teacher-Student Relationships

Abstract

A meta-analysis of 51 articles with 85 effect sizes was employed to examine the relationship between teacher support and students’ academic achievement among primary and secondary students, and analyzed a range of factors that could have moderated this relationship. Results revealed that there was a positive and small relationship between teacher support and academic achievement (r=0.170). Also, teachers’ emotional, academic, and autonomy support was found to relate positively to achievement. Furthermore, moderation analyses suggested that the effect size was influenced by indicator of academic achievement and subject of measure, whereas results didn’t differ by grade level, cultural circle, or type of teacher support.

Authors

• Yang Tao, University of Hong Kong

• Xiangdong Yang, East China Normal University

• Zhenya Gao