Teacher–Student Relationship and Academic Achievement Among Adolescents: A Moderated Mediation Model

Abstract

The current study investigated the mediating role of academic engagement in the association between the teacher–student relationship and academic achievement, and whether self-control moderates the mediating process. The sample consisted of 1411 Chinese adolescents (Mage = 16.77 years, 543 boys) aged between 11 and 19 years. Self-reported questionnaires were used to collect data. The results show that (1) the teacher–student relationship has a significant positive predictive effect on adolescents' academic achievement; (2) academic engagement has a positive mediating effect between the teacher–student relationship and academic achievement; and (3) the indirect effect of the teacher–student relationship on adolescents' academic achievement through academic engagement is moderated by self-control, in which self-control plays a role as a protective factor, and the indirect effect is more significant for adolescents with low self-control than for those with high self-control. These findings extend our understanding of how teacher–student relationships influence academic achievement among adolescents. The results have theoretical and practical value for guiding educational work in schools and improving the academic achievement of adolescents.