The Relationship Between Positive Teacher-Student Relationships and Students' Academic Achievement in China: A Three-Level Meta-Analysis

• In Event: AERA Roundtable Session 14
  In Roundtable Session: Quantitative Assessment and Evaluation of SEL Outcomes

Abstract

This meta-analysis examined the association between positive teacher-student relationships (TSRs) and students’ academic achievement (SAA) in China. The three-level meta-analytic model was applied in this study to identify 83 empirical studies with 99 effect sizes and 238387 students. The results revealed a significant positive correlation between positive TSRs and SAA. Furthermore, region, grade/age, academic subject and academic achievement report form moderated this relationship. The link was stronger in the central region than in the eastern and western region. Also, the link strengthened with the increasing of age. Moreover, the correlation between positive TSRs and SAA was largest in English, followed by mathematics, Chinese and science. Finally, compared with others-report, this link was stronger with self-report.

Authors

• Xijing Wang, East China Normal University

• Hao Lei, East China Normal University

• Chenxin Wang, East China Normal University

• Ying Xiong, East China Normal University