The Association Between Teacher-Student Relationships and Academic Achievement in Chinese Middle School

• In Event: AERA Poster Session 9
  In Poster Session: Acculturation, Multiculturalism, and Positive Youth Development

Abstract

This study examined association between teacher-student relationships and students’ academic achievement in China. Data were collected from 6,236 seventh and eighth graders from 204 classes of 53 schools. All intercorrelations were positively correlated and correlation coefficients were statistically significant (p < 0.01). Multilevel mediation model revealed that the teacher-student relationships uniquely contributed to students’ academic achievement through academic motivation and academic self-concept, but not school well-being. Boarding moderated the teacher-student relationships and academic motivation path, while moderating the path from academic self-concept to academic achievement. The findings suggest that the mechanism of how teacher-student relationships influence academic achievement in Chinese context.

Authors

• Guoxia Bian, East China Normal University

• Wenye Zhou, Institute of Curriculum and Instruction East China Normal University

• Hao Lei, East China Normal University