Nurturing bonds that empower learning: a systematic review of the significance of teacher-student relationship in education DOI Creative Commons
Giulia Di Lisio,

Antonio Milá Roa,

Amaia Halty Barrutieta

et al.

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: Feb. 27, 2025

Background Teachers are regarded as attachment-like figures, with positive and supportive teacher-student relationships (TSRs) being linked to improved academic performance outcomes, while negative TSRs associated lower results. This systematic review aims map the relational dimensions of TSR its impact on (dis)engagement, (under)achievement early school leaving (ESL), focusing Secure Base Safe Haven attachment influence vulnerability factors. Methods The followed PRISMA guidelines included 45 empirical quantitative studies (2018–2022) sourced from Academic Search Complete, ERIC, Scopus Web Science. Inclusion criteria were English-written methodology studies, independent variable outcomes dependent variable. Exclusion longitudinal designs, purely qualitative correlational analyses, lacking key variables or presenting reversed relationships, those conducted in e-learning environments, university settings, extreme schooling conditions non-English language studies. A descriptive narrative style analysis was used synthesize results based Haven, Global dimensions. Results discussion Key findings highlighted significant role influencing engagement, achievement, ESL, particularly vulnerable populations. synthesis indicated that can exacerbate disengagement underachievement. Limitations evidence potential publication bias lack quality control measures, well exclusion underscore significance a holistic understanding education, highlighting multifaceted student success suggesting future research should consider expand scope language.

Language: Английский

Nurturing bonds that empower learning: a systematic review of the significance of teacher-student relationship in education DOI Creative Commons
Giulia Di Lisio,

Antonio Milá Roa,

Amaia Halty Barrutieta

et al.

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: Feb. 27, 2025

Background Teachers are regarded as attachment-like figures, with positive and supportive teacher-student relationships (TSRs) being linked to improved academic performance outcomes, while negative TSRs associated lower results. This systematic review aims map the relational dimensions of TSR its impact on (dis)engagement, (under)achievement early school leaving (ESL), focusing Secure Base Safe Haven attachment influence vulnerability factors. Methods The followed PRISMA guidelines included 45 empirical quantitative studies (2018–2022) sourced from Academic Search Complete, ERIC, Scopus Web Science. Inclusion criteria were English-written methodology studies, independent variable outcomes dependent variable. Exclusion longitudinal designs, purely qualitative correlational analyses, lacking key variables or presenting reversed relationships, those conducted in e-learning environments, university settings, extreme schooling conditions non-English language studies. A descriptive narrative style analysis was used synthesize results based Haven, Global dimensions. Results discussion Key findings highlighted significant role influencing engagement, achievement, ESL, particularly vulnerable populations. synthesis indicated that can exacerbate disengagement underachievement. Limitations evidence potential publication bias lack quality control measures, well exclusion underscore significance a holistic understanding education, highlighting multifaceted student success suggesting future research should consider expand scope language.

Language: Английский

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