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Cited by 1,812Educational Environments and Student OutcomesCommunication in Education and HealthcareEducation, Achievement, and Giftedness

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Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis

Cornelius-White, Jeffrey·2007·Review of Educational Research
DOI 10.3102/003465430298563
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Abstract

Person-centered education is a counseling-originated, educational psychology model, overripe for meta-analysis, that posits that positive teacher-student relationships are associated with optimal, holistic learning. It includes classical, humanistic education and today’s constructivist learner-centered model. The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment. Variables coded included 9 independent and 18 dependent variables and 39 moderators. The results showed that correlations had wide variation. Mean correlations ( r= .31) were above average compared with other educational innovations for cognitive and especially affective and behavioral outcomes. Methodological and sample features accounted for some of the variability.

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  • Efforts to strengthen teacher-student relationships in schools have been shown to have a substantial and positive impact on students' academic achievement, behavior problems, and social-emotional development.

    “For example, efforts to strengthen teacher‐student relationships in schools have been shown to have a substantial and positive impact on students’ academic achievement (Cornelius‐White, 2007; Roorda, Koomen, Spilt, & Oort, 2011), behavior problems (Cornelius‐White, 2007; Lei, Cui, & Ming, 2016), and social‐emotional development (Ahnert, Harwardt‐Heinecke, Kappler, Eckstein‐Madry, & Milatz, 2012;”

    From Does Natural Mentoring Matter? A Multilevel Meta‐analysis on the Association Between Natural Mentoring and Youth Outcomes (2018) · cites this paper as Cornelius‐White, 2007

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Metadata

Authors
Cornelius-White, J.
Affiliations
Missouri State University
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
2007-03
Volume
77
Issue
1
Pages
113-143
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/003465430298563
OpenAlex
W2112480356
Cited by
1,812
References
4
Citations by year
2026: 146 · 2025: 148 · 2024: 118 · 2023: 125 · 2022: 141 · 2021: 107 · 2020: 185 · 2019: 130 · 2018: 101 · 2017: 86 · 2016: 97 · 2015: 102 · 2014: 73 · 2013: 77 · 2012: 43
FWCI
14.25
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Review of Educational Research (publishedVersion)
  • BearWorks (Missouri State University) (submittedVersion)
Topics
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Keywords
person-centered education, teacher-student relationship, student-centered learning, constructivist learning, humanistic education, affective learning outcomes, behavioral effects, cognitive outcomes, moderators of effect size

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