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Course Project: Annotated Bibliography Sources 1-8
Amisha King
School of Education, Liberty University
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Topic: The Impact of Teacher–Student Relationships on Academic Achievement
Amerstorfer, C. M., & von Münster-Kistner, C. F. (2021). Student Perceptions of Academic
Engagement and Student-Teacher Relationships in Problem-Based Learning. Frontiers in
Psychology, 12(12). https://doi.org/10.3389/fpsyg.2021.713057
The authors examined the impacts of problem-based learning (PBL) and how it impacts
students and their attitudes to the learning processes and collaboration with the
instructor. This paper, conducted among preservice English teachers in Austria, discusses
the benefits of PBL practice that encourages autonomy, role rotation, and shared
learning in strengthening academic engagement. It also highlights how teacher
behaviours (such as feedback, emotional support, and effective communication) are
critical in creating a positive student-teacher relationship. The students studying in PBL
courses report that their academic engagement is greater than under the traditional
methodology, and that the positive attitude of teachers to students and their positive
feedback is one of the conditions that the positive learning environment should be
created successfully. The source will be instrumental in learning how teacher-student
relationships within studentcentered learning systems, such as PBL, can have positive
impacts on the academic motivation and achievement of students. In my related
literature paper, I will use it as a source to describe why these relationships are so
significant in student-centered classrooms and how they influence student engagement.
Borremans, L. F. N., Koomen, H. M. Y., & Spilt, J. L. (2024). Fostering teacher–student
relationship-building competence: A three-year learning trajectory for initial pre-primary
and primary teacher education. Frontiers in Education, 9, 1349532.
https://doi.org/10.3389/feduc.2024.1349532
The authors address the capacity building of a teacher to build teacher-student relations
within a teacher education program. They introduce their analysis based on the 3-year
learning pathway that will enable preservice teachers to develop strategies, knowledge,
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and capacity to establish positive and effective relationships with students. In their view,
the following relational competencies are needed to advance student interest, teacher
mood and improved learning outcomes. The article brings together attachment theory
and self-determination theory and says that teacher-student relationships will determine
the quality of academic performance and behaviours. The second concept introduced by
authors is that relationship skills such as active listening and empathy and emotional
support would underpin teacher training in order to gain positive effective learning
experiences. I will also use this study in my final paper under the related literature
section because I will use it to demonstrate that the teacher training programs should be
more development-oriented to enhance the quality of education and performance of
students.
Chamizo-Nieto, M. T., Arrivillaga, C., Rey, L., & Extremera, N. (2021). The Role of Emotional
Intelligence, the Teacher-Student Relationship, and Flourishing on Academic
Performance in Adolescents: A Moderated Mediation Study. Frontiers in Psychology, 12.
https://doi.org/10.3389/fpsyg.2021.695067
The authors explore the connection between emotional intelligence, teacher-learner
relationships, and flourishing and academic performance of adolescents. The authors
use a moderated mediation model to show that academic success depends on
emotional intelligence through flourishing and interactions between students and
teachers mediate that relationship. Ineffective teacher-student relationship was
observed to have adverse effect of mediation process, which diminished flourishing and,
therefore, academic achievement. On the other hand, positive relationships between
students and teachers enhance the relationship between emotional intelligence and
student achievement. This paper supports the hypothesis that emotional intelligence
and teacher support constitute important elements of overall well-being and student
success as postulated by the tenets of positive psychology. The results indicate that by
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promoting emotional intelligence and supportive relationships between educators and
learners it is possible to make a significant positive impact on the academic achievement
of students. I will use this source in the section of Relationship Literature to prove the
point that the concepts of emotional intelligence and teacher-student interaction are
critical to student flourishing and academic success, and discuss the importance of
positive learning environments.
Engels, M. C., Spilt, J., Denies, K., & Verschueren, K. (2021). The role of affective teacherstudent
relationships in adolescents’ school engagement and achievement trajectories.
Learning and Instruction, 75(101485), 101485.
https://doi.org/10.1016/j.learninstruc.2021.101485
The authors examine the role of teacher-student proximity and discord in the formation
of adolescents who did or did not participate in school and succeeded or failed in the
long term. The researchers follow up 5,382 Grade 7 to Grade 9 adolescents and study
the effects of teacher-student relationships on various forms of engagement, including
behavioural and emotional. Results show that teacher closeness was positively related
to school engagement and conflict was negatively related to school engagement.
Furthermore, the positive and negative relationship dimensions were the only factors
that led to engagement trajectories among students. The authors note that the effect of
engagement in academic success, particularly math, is significant in terms of emotional
and behavioural engagement. Another point that the paper makes is that student-
teacher relationships in secondary school affect long-term school performance, which
underpins the attachment-based model in the conceptualisation of student
development. This source will be useful in my section on Related Literature, where I will
show that a good teacherstudent relationship will assist in sustaining academic interest.
The study provides very strong arguments and evidence of the influence of teacher
proximity and discord on the educational trajectories of students.
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Ialuna, F., Civitillo, S., & Jugert, P. (2024). Culturally responsive teaching, teacher-student
relationships, and school belongingness: A multi-informant study in ethnically diverse
classrooms. Learning, Culture and Social Interaction, 47, 100839.
https://doi.org/10.1016/j.lcsi.2024.100839
The article discuss the effects of culturally responsive teaching (CRT) on teacher-student
relationships and school belongingness among students, especially in a multiracial
classroom. The research discloses that interactions between teachers and students have
a positive effect on figure of belongingness to school whereas conflict reported by the
teacher has the opposite effect. Interestingly, although the self-efficacy in CRT was
higher, teachers reported increased conflict with immigrant and refugee students. These
findings suggest that CRT can be effective in improving the student sense of belonging by
facilitating the establishment of desirable teacher-learner relationship. The authors note
that the implementation of CRT in schools is incredibly crucial to create more integrated
and inclusive schools, which will lead to an increase in academic engagement. Even
though CRT did not mediate directly in the teacher-student interaction and school
belongingness, it plays a significant role in resolving the disparities, especially for the
marginalized students. I will use this source in the related literature section to show that
CRT is an essential part of inclusive teaching practices to help promote good
relationships between teachers and students, particularly in multicultural classes, which
can positively contribute to better student attendance and performance.
Ibrahim, A., & El Zaatari, W. (2020). The teacher–student relationship and adolescents’ sense of
school belonging. International Journal of Adolescence and Youth, 25(1), 382–395.
https://doi.org/10.1080/02673843.2019.1660998
This article explores how teacher-student relationships affect how much students feel
they belong at school, especially for teenagers in the UAE. Drawing from
Bronfenbrenner's ecological systems theory, the authors point out key things like
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emotional bonds, authority, and give-and-take. The research shows that when teachers
and students have good, supportive relationships, students tend to be more involved
and participate more because they feel like they belong. But when students don't feel
connected or feel alienated, it can hurt their motivation because of bad relationships
marked by things like unequal power or disrespect. This paper shows how important it is
for schools to create an environment where good, possibly mutual, relationships can
grow. This would improve not only students' emotional well-being but also their grades.
In my section on related literature, I'll use this source to argue that positive
teacherstudent relationships are important for encouraging involvement and success in
school. The study gives useful insight into how teachers can create a climate where
students feel they belong, which is key to doing well in school.
Ifesinachi, E. J., Justice, D., & Christopher, O. (2024). Enhancing students’ academic achievement
in basic science: The role of assessment for learning, classroom management, and
teacher-student relationships. European Journal of Education Studies,
11(5), 196-214. https://doi.org/10.46827/ejes.v11i5.5298
The authors use predictive application assessment to enhance academic performance in
Basic Science in learning, classroom management and instructor-learner relationships. It
is founded on a correlational survey of 400 students in Enugu state, Nigeria. There are
significant correlations between teacher-student interactions, classroom management,
and student performance. It shows that the relationship between teachers and students
accounts for 16 per cent of the educational achievement variance, and that learning and
classroom management account for 28 per cent and 26 per cent, respectively. The study
reveals that teachers can use evaluation as a form of learning and classroom
management and create environments that support healthy instructor-learner
relationships, eventually improving academic achievement in science. I am going to use
this source in the section of my paper titled Related Literature as well because it will
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provide empirical evidence of how all of the above aspects of classroom management,
instructor-learner relationships, and student academic achievement are connected, and
hence why the significance of effective teaching practices in science education is.
Leite, L. O., Go, W., & Havu-Nuutinen, S. (2020). Exploring the Learning Process of
Experienced Teachers Focused on Building Positive Interactions with Pupils.
Scandinavian Journal of Educational Research, 66(1), 1–15.
https://doi.org/10.1080/00313831.2020.1833237
The authors talk about how experienced teachers learn on the job, especially when it
comes to building good relationships with students. This paper looks at how teachers
build these skills through their daily interactions with students. It says that teachers'
ability to take charge, their enthusiasm, their confidence, and how well they work with
others are key to building positive relationships. The paper also points out that being
real with students is important because that builds trust and gets students involved. The
teachers in the study improved by thinking about what they do, working with other
teachers, and learning from experience. These ideas show that when teachers change
how they do things, it affects their relationships with students, how they think, and how
they see themselves. I'll add this source to my Related Literature section to back up my
point that good teacher-student relationships come from getting personally involved and
always trying to get better at the job, which helps students do better in school.
