Reference : Teacher-Student-Relationships and Student Outcomes in Heterogeneous Educational Setti...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
Social & behavioral sciences, psychology : Multidisciplinary, general & others
Educational Sciences
Teacher-Student-Relationships and Student Outcomes in Heterogeneous Educational Settings: A Systematic Review of Meta-Analyses
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)]
CIDER-LERN Conference 2022
from 08-11-2022 to 09-11-2022
[en] Teacher-student relationship ; Academic outcomes ; Academic achievement ; Review of meta-analyses ; Academic emotions ; School climate
[en] Especially in diverse educational settings, positive relationships between students and their teachers can foster students’ learning and help alleviate systematic inequalities. Characterized by emotional warmth or closeness, positive teacher-student relationships (TSR) can improve several student outcomes. For instance, existing meta-analyses suggest significant 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, the evidence on these links is scattered, and a comprehensive overview of the associations with TSR integrating academic, behavioral, socio-emotional, motivational, and general cognitive outcomes is lacking. Furthermore, researchers have been unequivocal about possible moderators, such as how these relationships vary with student age or gender. In light of these research gaps, we systematically reviewed the meta-analytic literature and examined (a) the extent to which academic, behavioral, socio-emotional, motivational, and general cognitive student outcomes are related to TSR in the meta-analytic literature; (b) which moderators influence this association; and (c) the methodological quality of the included meta-analyses. We included meta-analyses with preschool or K-12 samples in our dataset which reported some measure of the relation between TSR and student outcomes. With this dataset, we systematically mapped the evidence on (a) the TSR-outcome relationship; (b) the moderators; and (c) the methodological quality of the meta-analyses. We will present our core findings and discuss future research with this second-order, meta-analytic dataset and the impact of positive TSR in diverse and heterogeneous settings.
Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)
Researchers ; Professionals ; Students ; General public
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