Chen Xiao Hui, Bailey Richard Peter, Xie Hong Bin, Samsudin Nadia
Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia.
School of Educational Studies, Universiti Sains Malaysia, Gelugor, Penang, 11800, Malaysia.
BMC Psychol. 2025 May 20;13(1):530. doi: 10.1186/s40359-025-02843-5.
Teacher-student relationships (TSRs) are recognized as playing an important role in students' academic success. However, the potential mechanisms linking TSRs to academic grades remain underexplored, particularly in non-Western contexts such as China, where academic achievement is highly emphasized, and grades play a critical role in determining students' college entrance opportunities.
This study examined the associations among TSRs, perceived teaching quality, students' mental health symptoms, and academic grades among Chinese high school students. Specifically, it examined the potential indirect role of perceived teaching quality in linking TSRs to academic grades, and the moderating role of mental health symptoms on the association between perceived teaching quality and academic grades.
A cross-sectional survey was conducted with Chinese high school students. Validated self-report measures were used to assess TSRs, perceived teaching quality, and mental health symptoms, while academic grades were obtained from official school administrative records. Structural equation modeling (SEM) was employed to examine the associations and test moderation effects.
The findings indicated that TSRs were positively associated with students' perceptions of teaching quality, and that perceived teaching quality was significantly associated with academic grades. However, TSRs were not directly associated with academic grades. Students' mental health symptoms moderated the association between perceived teaching quality and academic grades.
师生关系被认为在学生的学业成功中发挥着重要作用。然而，将师生关系与学业成绩联系起来的潜在机制仍未得到充分探索，尤其是在中国等非西方背景下，学术成就受到高度重视，成绩在决定学生的大学入学机会方面起着关键作用。
本研究考察了中国高中生的师生关系、感知教学质量、心理健康症状和学业成绩之间的关联。具体而言，研究考察了感知教学质量在师生关系与学业成绩之间联系中的潜在间接作用，以及心理健康症状在感知教学质量与学业成绩之间关联中的调节作用。
对中国高中生进行了横断面调查。使用经过验证的自我报告测量方法来评估师生关系、感知教学质量和心理健康症状，而学业成绩则从学校官方行政记录中获取。采用结构方程模型（SEM）来考察关联并检验调节效应。
研究结果表明，师生关系与学生对教学质量的感知呈正相关，且感知教学质量与学业成绩显著相关。然而，师生关系与学业成绩没有直接关联。学生的心理健康症状调节了感知教学质量与学业成绩之间的关联。
