Differential Association of Teacher Support on Academic and Psychological Adjustment: Evidence from a Meta-Analysis

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Abstract

This meta-analysis synthesized findings from 897 Korean studies to examine the associations between teacher support and students’ academic and psychological adjustment. Teacher support showed stronger associations with psychological outcomes—especially self-esteem, school adjustment, and well-being—than with academic achievement. Moderator analyses revealed significant variations by support type, school level, and student background. Emotional support showed the strongest associations with psychological adjustment, particularly for elementary school students. Effects were also more pronounced among multicultural and underserved students in reducing stress and enhancing academic outcomes. These findings highlight the importance of emotional teacher support in fostering student well-being and successful adjustment across diverse educational contexts.

Authors

• Yeonggyeong Cha, Korea National University of Education

• Moonbee Kang, Korea National University of Education

• Hanyeong Kim, Korea National University of Education

• Yeonsu Shin, Korea National University of Education

• Yunseon Choi, Korea National University of Education

• Juyeon Song, Korea National University of Education