Outcome type significantly moderates the FSR–outcome association, with persistence showing stronger correlations than achievement¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In univariate meta-regression, coding persistence as 0 and GPA/grades as 1 yielded a significant negative coefficient, indicating stronger FSR associations with persistence. → Fathi 2026

Evidence¶

Fathi 2026¶

Fathi, Z., Zarei, P., Fong, C. J., Saha, A. K., & Sharmeen, S. (2026). The Caring Professor: A Meta-Analysis of Associations between Faculty-Student Relationships and Postsecondary Student Success. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10100-9

q3 · i? · quant-synthesis · r?

Univariate meta-regression with robust variance estimation across the 128 effect sizes, with outcomes coded persistence = 0 and GPA/grade = 1. The moderator was significant: "β = −0.18, SE = 0.07, p =.036". No standardized effect size is printed.

"Through our meta-regression results, we found that outcome type was a significant moderator, β = −0.18, SE = 0.07, p =.036."

Discussion¶

Related Claims¶

• Perceived faculty-student relationships show a small but statistically significant positive correlation with postsecondary students' academic outcomes (r = .18) — related
• FSRs correlate more strongly with persistence (r = .33) than with achievement outcomes in postsecondary settings — possibly the same claim (merge candidate)
• FSRs correlate positively but weakly with GPA (r = .17) and course grades (r = .16) — related
• SES–learning effect sizes did not differ by SES indicator or outcome type in an umbrella review's meta-regressions; differences by grade level and study year rested on one or two effect sizes — a broader claim this one bears on