Emslander Valentin, Holzberger Doris, Ofstad Sverre Berg, Fischbach Antoine, Scherer Ronny
Faculty of Psychology, University of Giessen.
Centre for International Student Assessment, TUM School of Social Sciences and Technology, Technical University of Munich.
Psychol Bull. 2025 Mar;151(3):365-397. doi: 10.1037/bul0000461. Epub 2025 Feb 10.
Teacher-student relationships (TSRs) play a vital role in establishing a positive classroom climate and promoting positive student outcomes. Several meta-analyses have suggested significant correlations between positive TSRs and, for example, academic achievement, motivation, executive functions, and well-being, as well as between negative TSRs that result in behavior problems or bullying. These meta-analyses have differed substantially in TSR-outcome relationships, moderators, and methodological quality, thus complicating the interpretation of these findings. In this preregistered systematic review of meta-analyses plus original second-order meta-analyses (SOMAs), we aimed to (a) synthesize the meta-analytic evidence on relations between TSRs and student outcomes, (b) map influential moderators of these relations, and (c) assess the methodological quality of the meta-analyses. We synthesized over 70 years of educational research across 26 meta-analyses encompassing 119 meta-analytic effect sizes based on approximately 2.64 million prekindergarten and K-12 students. We conducted several three-level SOMAs and found that TSRs had similar large significant relations with eight clusters of student outcomes: academic achievement, academic emotions, appropriate student behavior, behavior problems, executive functions and self-control, motivation, school belonging and engagement, and well-being. The link with bullying was only marginally significant. Our moderator analyses suggested a larger TSR-outcome link for middle and high school students. Although more recent meta-analyses fulfilled more methodological quality criteria, these differences were not associated with TSR-outcome relations. These results map the field of TSR research; present their relations, moderators, and methodological quality in meta-analyses; and show how TSRs are equally important for a wide range of student outcomes and samples. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
师生关系（TSRs）在营造积极的课堂氛围和促进学生取得良好成果方面发挥着至关重要的作用。多项元分析表明，积极的师生关系与学业成绩、动机、执行功能和幸福感等之间存在显著相关性，而消极的师生关系则与行为问题或欺凌行为相关。这些元分析在师生关系与结果的关系、调节因素和方法学质量方面存在很大差异，因此对这些研究结果的解释变得复杂。在这项预先注册的元分析系统综述以及原始二阶元分析（SOMAs）中，我们旨在（a）综合关于师生关系与学生成果之间关系的元分析证据，（b）梳理这些关系的有影响力的调节因素，以及（c）评估元分析的方法学质量。我们综合了70多年来的教育研究，涵盖26项元分析，基于约264万名学前儿童和K-12学生得出119个元分析效应量。我们进行了几项三级SOMAs，发现师生关系与八类学生成果有着类似的显著大相关：学业成绩、学业情绪、适当的学生行为、行为问题、执行功能和自我控制、动机、学校归属感和参与度以及幸福感。与欺凌行为的联系仅略微显著。我们的调节因素分析表明，中学生和高中生的师生关系与结果的联系更大。尽管最近的元分析满足了更多的方法学质量标准，但这些差异与师生关系与结果的关系无关。这些结果描绘了师生关系研究领域；呈现了它们在元分析中的关系、调节因素和方法学质量；并表明师生关系对广泛的学生成果和样本同样重要。（PsycInfo数据库记录（c）2025美国心理学会，保留所有权利）
