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Cited by 612Educational Environments and Student OutcomesEducation, Achievement, and GiftednessEarly Childhood Education and Development

Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

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Roorda, Debora L., Jak, Suzanne, Zee, Marjolein, Oort, Frans J., Koomen, Helma M. Y.·2017·School Psychology Review
DOI 10.17105/spr-2017-0035.v46-3
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Abstract

The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher–student relationships and students' achievement. Furthermore, we examined whether results differed for primary and secondary school and whether similar results were found in a longitudinal subsample. Our sample consisted of 189 studies (249,198 students in total) that included students from preschool to high school. A distinction was made between positive relationship aspects (e.g., closeness) and negative relationship aspects (e.g., conflict). Meta-analytic structural equation modeling showed that, overall, the associations between both positive relationships and achievement and negative relationships and achievement were partially mediated by student engagement. Subsequent analyses revealed that mediation is applicable to both primary and secondary school. Only the direct association between positive relationships and engagement was stronger in secondary school than in primary school. Finally, partial mediation was also found in the longitudinal subsample.

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200 of 205 shown

Cited by

Sorted by citations

Authors
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y.
Affiliations
University of Amsterdam (NL)
Corresponding author
Roorda, Debora L.
ORCID
Venue
School Psychology Review
Publisher
Informa UK Limited
Published
2017-09-01
Volume
46
Issue
3
Pages
239-261
ISSN
  • 0279-6015 (ISSN-L)
  • 2372-966X
DOI
10.17105/spr-2017-0035.v46-3
OpenAlex
W2766134982
Cited by
612
References
12
Citations by year
2026: 84 · 2025: 93 · 2024: 98 · 2023: 98 · 2022: 101 · 2021: 66 · 2020: 40 · 2019: 27 · 2018: 5
FWCI
70.11
Type
journal article
Language
en
Open access
Licence
other-oa
Locations
  • School Psychology Review (publishedVersion)
  • Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
  • UvA-DARE (University of Amsterdam) (submittedVersion, other-oa)
Topics
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
student engagement, academic performance, mediation, teacher-student conflict, teacher-student closeness, elementary school, secondary schools, longitudinal effects

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