Dyadic teacher-student closeness is consistently positively associated with elementary students' regulation of motivation¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who experienced close teacher-student relationships in early grades had more positive school attitudes and higher later self-efficacy, task motivation, and motivational attitudes. → Niels J. de Ruig 2023

Evidence¶

Niels J. de Ruig 2023¶

Niels J. de Ruig, Peter F. de Jong, Marjolein Zee. (2023). Stimulating Elementary School Students' Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09795-5

q2 · i? · review · r2

Two longitudinal studies following students across elementary school in the US and Netherlands. Table 4 reports closeness-motivation β range 0.06-0.38 (M = 0.14) across four studies, but no effect size is printed in the quoted finding itself. The review characterizes dyad-level motivation findings as consistent, unlike classroom-level findings.

"Findings from two longitudinal studies that were conducted throughout elementary school in the United States and the Netherlands, revealed that students who experienced close teacher–student relationships in the early grades also had more positive attitudes about school (Heatly & V otruba-Drzal, 2019) and a higher sense of self-efficacy, task motivation, and motivational attitudes in fifth or sixth grade compared to their peers (Zee et al., 2020)."

Discussion¶

Related Claims¶

• Associations between classroom-level interactions and elementary students' regulation of motivation are mixed across studies — related
• Higher teacher-student conflict is associated with lower levels of specific metacognitive skills, while closeness is positively associated with metacognition in upper elementary school — related
• Teacher-child closeness shows concurrent benefits but no prospective spillover to other domains once conflict covariation is controlled — related
• Elementary students' perceptions of interactions with their teacher become more positive over time in classrooms characterized by positive teacher-student interactions — related
• Adolescent motivation research relies almost exclusively on student self-report of relationships, with dyadic and non-dyadic configurations both common — related