The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model

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Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety (2020, background): “A warm and supportive teacher–student relationship provides children with a sense of security that facilitates active participation in classroom learning and activities and hence improving their academic performance (Hughes, Luo, Kwok, & Loyd, 2008; Ma et al., 2018; Pianta, 1999; Roorda et al., 2011”