TY - JOUR
T1 - The Teacher’s Invisible Hand
T2 - A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior
AU - Endedijk, Hinke M.
AU - Breeman, Linda D.
AU - van Lissa, Caspar J.
AU - Hendrickx, Marloes M.H.G.
AU - den Boer, Larissa
AU - Mainhard, Tim
N1 - Funding Information:
This study has been financially supported by a grant from the Netherlands Initiative for Education Research (NRO) of the Dutch Research Council (NWO), Project Number 405-18-632.
Publisher Copyright:
© The Author(s) 2021.
PY - 2022/6
Y1 - 2022/6
N2 - The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student and peer relationships (n = 297 studies; n = 1,475 unique effect sizes). We took student behavior into account, as it is known to affect both types of relationship. In addition, design characteristics such as positive versus negative aspects of relationships, type of informants, and educational level were considered. Results showed that negative aspects of the teacher–student relationship in particular were predictive of peer relationships. Moreover, teacher–student relationship quality partially mediated the association between student behavior and peer relationships. For teachers, preventing or reducing negative aspects in their relationships with students who have behavioral problems can positively affect classroom peer relationships.
AB - The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student and peer relationships (n = 297 studies; n = 1,475 unique effect sizes). We took student behavior into account, as it is known to affect both types of relationship. In addition, design characteristics such as positive versus negative aspects of relationships, type of informants, and educational level were considered. Results showed that negative aspects of the teacher–student relationship in particular were predictive of peer relationships. Moreover, teacher–student relationship quality partially mediated the association between student behavior and peer relationships. For teachers, preventing or reducing negative aspects in their relationships with students who have behavioral problems can positively affect classroom peer relationships.
KW - meta-analysis
KW - peer relationships
KW - student behavior
KW - teacher–student relationship
UR - http://www.scopus.com/inward/record.url?scp=85117782462&partnerID=8YFLogxK
U2 - 10.3102/00346543211051428
DO - 10.3102/00346543211051428
M3 - Article
AN - SCOPUS:85117782462
SN - 0034-6543
VL - 92
SP - 370
EP - 412
JO - Review of Educational Research
JF - Review of Educational Research
IS - 3
ER -