Debora L. Roorda|Suzanne Jak|Marjolein Zee|Frans J. Oort|Helma M.Y. Koomen
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement
University of Amsterdam|University of Amsterdam|University of Amsterdam|University of Amsterdam|University of Amsterdam
present study took metaanalytic approach investigate whether students engagement acts mediator association affective teacherstudent relationships students achievement furthermore examined whether results differed primary secondary school whether similar results found longitudinal subsample sample consisted 189 studies 249198 students total included students preschool high school distinction made positive relationship aspects eg closeness negative relationship aspects eg conflict metaanalytic structural equation modeling showed overall associations positive relationships achievement negative relationships achievement partially mediated student engagement subsequent analyses revealed mediation applicable primary secondary school direct association positive relationships engagement stronger secondary school primary school finally partial mediation also found longitudinal subsample