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Cited by 146Educational Environments and Student OutcomesEarly Childhood Education and DevelopmentChild and Adolescent Psychosocial and Emotional Development

Affective Teacher—Student Relationships and Students' Externalizing Behavior Problems: A Meta-Analysis

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Lei, Hao, Cui, Yunhuo, Chiu, Ming Ming·2016·Frontiers in Psychology
DOI 10.3389/fpsyg.2016.01311PMC PMC5003892
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Abstract

This meta-analysis of 57 primary studies with 73,933 students shows strong links between affective teacher-student relationships (TSRs) and students' externalizing behavior problems (EBPs). Moreover, students' culture, age, gender, and the report types of EBPs moderated these effects. The negative correlation between positive indicators of affective TSRs and students' EBPs was stronger (a) among Western students than Eastern ones, (b) for students in the lower grades of primary school than for other students, (c) when rated by teachers or parents than by students or peers, and (d) among females than among males. In contrast, the positive correlation between negative indicators of affective TSRs and students' EBPs was stronger (a) among Eastern students than Western ones, (b) for students in the higher grades of primary school than for other students, and

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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 Lei, Cui, & Ming, 2016

    The Discussion reports that more positive teacher–student relationships were associated with fewer externalizing behavior problems, the part of the citing sentence for which this paper is cited. But the Limitations and implications section says the meta-analysis used cross-sectional, correlational data and cannot establish causation. It therefore does not show that efforts to strengthen relationships produced a substantial improvement in behavior problems. (LLM, conf=0.90)

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References 105 · Cited by 146

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Authors
Lei, H., Cui, Y., & Chiu, M. M.
Affiliations
  • East China Normal University (CN)
  • Purdue University West Lafayette (US)
Corresponding author
  • Cui, Yunhuo
  • Chiu, Ming Ming
ORCID
Venue
Frontiers in Psychology
Publisher
Frontiers Media SA
Published
2016-08-30
Volume
7
Pages
1311-1311
ISSN
1664-1078 (ISSN-L)
DOI
10.3389/fpsyg.2016.01311
PMC
PMC5003892
OpenAlex
W2507922703
Cited by
146
References
105
Citations by year
2026: 14 · 2025: 27 · 2024: 24 · 2023: 22 · 2022: 21 · 2021: 10 · 2020: 13 · 2019: 8 · 2018: 3 · 2017: 4
FWCI
1.94
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Frontiers in Psychology (publishedVersion, cc-by)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Funders
  • East China Normal University (PY2015003)
  • Ministry of Education of the People's Republic of China (11JJD880003)
Topics
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Keywords
externalizing problems, elementary school students, cross-cultural comparison, grade level differences, gender differences, teacher ratings, parent ratings, peer ratings, moderating effect

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