The influence of affective teacher‐student relationships on students’ school engagement and achievement: a meta‐analytic approach

A meta-analytic approach was used to investigate the associations between affective qualities of teacher-student relationships (TSRs) and students’ school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement (k = 61 studies, N = 88,417 students), negative relationships and engagement (k = 18, N = 5847), positive relationships and achievement (k = 61, N = 52,718), and negative relationships and achievement (k = 28, N = 18,944). Associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium. Effects of positive relationships were stronger in secondary school, whereas effects of negative relationships were stronger in primary school. Noteworthy, effects of TSRs were stronger for students in higher grades