research on teacher student relationship

A Framework for Motivating Teacher-Student Relationships

• Review Article
• Published: 04 October 2022
• Volume 34 , pages 2061–2094, ( 2022 )

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• Carly D. Robinson   ORCID: orcid.org/0000-0002-0663-1589 1  

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Few question the value of teacher-student relationships (TSRs) for educational outcomes. TSRs are positively associated with students’ achievement and engagement, as well as teachers’ well-being. Building and maintaining these crucial classroom relationships, however, is not easy. Drawing on prominent motivation theories in educational psychology, I present the Motivating Teacher-Student Relationships framework for understanding what motivates teachers to build positive TSRs. In particular, I focus on how teachers’ motivational beliefs about TSRs energize, direct, and sustain their efforts to engage in relationship-building behaviors and, thus, lead to positive relationships with their students. To build positive TSRs, teachers must believe it is their role to build TSRs, value TSRs, and believe they can successfully build TSRs (i.e., have relational self-efficacy). These beliefs are shaped by teachers’ sociocultural contexts and can facilitate or undermine the development of these learning relationships. With a greater understanding of how motivational beliefs influence social relationships, the field of education can more effectively develop theoretically grounded interventions to improve TSRs and mitigate inequality.

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Acknowledgements

I am deeply appreciative of the thoughtful feedback I have received from Sophie Barnes, Hunter Gehlbach, Monica Higgins, Todd Rogers, and Christine C. Vriesema. I am also thankful for the writing motivational support provided by Josh Bleiberg, Justin Doromal, Danielle Edwards, Mimi Lyon, Preeya Mbekeani, Katharine Meyer, and Xiaoyang Ye. Finally, I am especially grateful for the incredibly helpful guidance provided by Kathy Wentzel and Ellen Skinner throughout the process. The research in this manuscript was made possible by the National Academy of Education/Spencer Dissertation Fellowship. The views expressed are those of the authors and do not necessarily reflect those of the funder.

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Robinson, C.D. A Framework for Motivating Teacher-Student Relationships. Educ Psychol Rev 34 , 2061–2094 (2022). https://doi.org/10.1007/s10648-022-09706-0

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