Reference : The Associations Between Teacher-Student-Relationships and Student Outcomes: A System...
Reports : Other
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/51635
The Associations Between Teacher-Student-Relationships and Student Outcomes: A Systematic Review of Meta-Analyses (ReMA-TSR)
English
Emslander, Valentin mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
Holzberger, Doris mailto [Technical University of Munich, Germany > TUM School of Social Sciences and Technology > Centre for International Student Assessment (ZIB)]
Fischbach, Antoine mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Scherer, Ronny mailto [University of Oslo, Norway > Faculty of Educational Sciences > Centre for Educational Measurement at the University of Oslo (CEMO)]
31-Mar-2022
[en] Teacher-Student-Relationship ; Teacher Liking ; Review of Meta-Analyses
[en] The relationships between students and their teachers can impact students’ learning and development. Characterized by emotional warmth or closeness, positive teacher-student-relationships (TSR) can improve a variety of student outcomes. Existing meta-analyses suggest strong links between TSR and students’ peer relations, school engagement, academic achievement, emotions, executive functions, general well-being, and reductions in aggressive or disruptive behaviors. However, this evidence base is scattered, and a comprehensive overview of the TSR-outcome associations integrating academic, behavioral, socio-emotional, and general cognitive outcomes is lacking. Further, researchers have been unequivocal about possible moderators, such as how these relationships change with student age as their relationship to family, peers, and teachers change. Considering these research gaps, we aim to systematically review the meta-analytic literature and examine the following two research questions:

Research Question 1: To what extent do existing meta-analyses provide evidence supporting significant relations between TSR and children’s academic, behavioral, socioemotional, motivational, and general cognitive outcomes? (Overall relationship)

Research Question 2: To what extent do these relationships vary by the characteristics of the meta-analyses, such as student samples, measurement characteristics, and the quality of the meta-analyses?

To address these research questions, we conduct a systematic review of existing meta-analyses, integrating the findings of eligible studies. We will include quantitative meta-analyses with preschool or K-12 samples who have no diagnosed disorder or disability.
Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)
ReMA-TSR
http://hdl.handle.net/10993/51635
10.17605/OSF.IO/J2EMF
https://osf.io/j2emf

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