The Relationship between Teacher-student Relationship and Academic Achievement: The Mediating Role of Self-efficacy
ZhuZhu Xu 1  
More details
Hide details
Beijing Normal University, CHINA
Online publish date: 2019-05-09
Publish date: 2019-05-09
EURASIA J. Math., Sci Tech. Ed 2019;15(10):em1758
This study investigated 42,643 eighth grade students from 762 secondary schools in 104 districts and counties in the Z province of mainland China and also test the mediating role of self-efficacy in teacher-student relationship prediction of academic achievement. The results show that there are certain gender differences and regional differences in teacher-student relationship, but they have no practical significance; teacher-student relationship and self-efficacy can significantly predict mathematics academic achievement and both have a positive effect; self-efficacy plays an intermediary role between teacher-student relationship and mathematics achievement, and the ratio of the mediating effect to the total effect is 68%.
Aluja-Fabregat, A., Balleste-Almacellas, J., & Torrubia-Beltri, R. (1999). Self-reported personality and school achievement as predictors of teachers’ perceptions of their students. Personality and Individual Differences, 27, 743–753.
Babad, E. (1993). Teachers’ differential behavior. Educational Psychology Review, 5, 347–376.
Bandura, A. (2005). Self-efficacy: the exercise of control. Journal of Cognitive Psychotherapy, 13(2).
Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes and development: The Minnesota symposia on child development (Vol. 23, pp. 43–78). Hillsdale: Erlbaum.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638.
Košir, K., & Tement, S. (2014). Teacher–student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups. European Journal of Psychology of Education, 29(3), 409-428.
Liao, D. (2001). The new development of teacher-student relationship. (Doctoral dissertation).Retrieved from
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: a path analysis. Journal of Educational Psychology, 86(2), 193-203.
Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: An organismic–dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research. Rochester: The University of Rochester Press, 3-33.
Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relationships to teachers, parents and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14, 226–249.
Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235-255.
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765–781.
Wang, Y., & Wang, X. (2002). Research on the Relationship between Pupil-student Relationship Characteristics and Student Factors in Pupils. Psychological Development and Education, 17(3), 18-23.
Wang, Z. (1999). Research on the Relationship between Academic Self-efficacy and Academic Achievement of Junior High School Students. Psychological Development and Education, 15(1), 40-44.
Weinstein, R. S.,Marshall, H. H., Sharp, L., & Botkin, M. (1987). Pygmalion and the student: Age and classroom differences in children’s awareness of teacher expectations. Child Development, 58, 1079–1093.
Wen Z. L., & Ye, B. (2014). Mediation Analysis: Method and Model Development. Advances in Psychological Science, 22(5), 731-745.