Meta-Analytic Associations Between the Student-Teacher Relationship Scale and Students’ Social Competence With Peers

Sophia W. Magro, Kelsey A. Hobbs, Pearl Han Li, Patrick Swenson, Amy Riegelman, Joseph A. Rios, Glenn I. Roisman

Research output: Contribution to journalArticlepeer-review

Abstract

According to developmental psychologists, more supportive and less conflictual relationships with teachers play a positive role in children’s social behavior with peers both concurrently and in the future. This meta-analysis examined the association between teacher-student relationship quality, as measured by the Student-Teacher Relationship Scale (STRS), and social competence from early childhood through high school. Based on nearly 30,000 students from 87 studies, the weighted average association between teacher-student relationship quality and social competence with peers was r = .31 (z = .32; 95% CI: .28, 37). Neither age nor length of time between assessments were associated with effect size, suggesting that teacher-student relationships continue to be associated with children’s social competence beyond the early years. Additionally, the STRS total score was the best predictor of social competence, whereas dependency was more weakly associated with social competence. The findings of this study suggest that teacher-student relationship quality as measured by the STRS is an important correlate of both concurrent and future social competence from early childhood to adolescence.
Original languageEnglish (US)
JournalSchool Psychology Review
DOIs
StatePublished - Oct 20 2023

Keywords

  • meta-analysis
  • student teacher relationships
  • social competence

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