Teacher–student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups

2013 ◽  
Vol 29 (3) ◽  
pp. 409-428 ◽  
Author(s):  
Katja Košir ◽  
Sara Tement
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Age Groups ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Competence Beliefs Mediate the Effect of Teacher-- Student Relationship on Academic Achievement

2007 ◽  
Author(s):  
Lisa K. Barrois ◽  
Chiharu Allen ◽  
Linda K. Loyd ◽  
Jan N. Hughes
Keyword(s):  
Academic Achievement ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Competence Beliefs ◽  
Student Relationship

scholarly journals Linking Teacher-Student Relationship to Academic Achievement of Senior High School Students

2020 ◽  
pp. 102-108
Author(s):  
Bismark Mensah ◽  
Eric Koomson
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
High Schools ◽  
Structured Interview ◽  
Effective Teacher ◽  
School Students ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The Impact

Students’ level of academic engagement and achievement at any level of education is partly knit to the kind of relationships that exist between them and their teachers. The study examined the impact of teacher-student relationship on academic achievement of students in Senior High Schools in Winneba, Ghana. Eighty students were conveniently sampled from two strata whiles data was qualitatively collected using semi-structured interview guide and analyzed thematically. The study uses the four clusters of teacher-student relationship as a framework to discuss the types of relationships that exist in Ghanaian Senior High Schools. The study revealed that connectedness, dependent, peaceful and conflicting teacher-student relationships prevail in Senior High Schools. However, administrative restrictions, and certain attitudes of teachers and students impede the development of effective teacher-student relationship. Whereas positive relationships create environments that augment academic achievement, threatening relationships stifle academic achievement. Teachers should deliberately express concerns both about students’ academic and non-academic life, as this makes the latter feel accepted and motivated to improve academic work.

scholarly journals Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom

2011 ◽  
Vol 15 ◽  
pp. 2637-2641 ◽  
Author(s):  
Melor Md Yunus ◽  
Wan Safuraa Wan Osman ◽  
Noriah Mohd Ishak
Keyword(s):  
Academic Achievement ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
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