In a recent article published in Current Psychology, Liu and colleagues (2021) employed a multilevel analysis on the impacts of teacher-student relationships on students’ achievements.
The study used data from China’s Program of Regional Education Assessment, which was a national project. The project administered a standardized assessment and survey in 2016. The current study used a set of data comprised of 129 mathematics teachers and 8,707 fourth-grade students from 164 classes. The study examined the relationships between teacher-student relationships, students’ academic self-efficacy in mathematics, socioeconomic status, and mathematics achievements. Students’ socioeconomic status was measured by parents’ highest level of education, parents’ highest occupation status, and family property, including books in the home. The analysis showed that:
- The effects of SES on mathematics achievements was mediated by academic self-efficacy.
- There was a significant interaction between teacher-student relationships and SES for self-efficacy.
- The teacher-student relationship moderated the indirect relationship between SES and achievement via academic self-efficacy in mathematics.
However, the authors remarked that the study only examined teacher-student relationships from the positive aspects (closeness). They recommended further study to investigate whether the impacts are the same from its negative side (conflict).
Source: Liu, H., Liu, Q., Du, X., Liu, J., Hoi, C. K. W., & Schumacker, R. E. (2021). Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis. Current Psychology. Advanced online publication. Doi: 10.1007/s12144-021-01598-7