Teacher–student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups

By Katja Kosir, Sara Tement. European Journal of Psychology of Education, 2013

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Testing the Causal Links Between School Climate, School Violence, and School Academic Performance (2016, background): “As Kosir and Tement (2014) note, students’ academic achievements were shown to influence the ways teachers perceive their students and the degree to which they prefer them.”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “(Continued) Author Year Students (N) p/s rpe rne rpa rna rpn rea Klem & Connell 2004 1,347 s .18 – – – – – Kong 2008 19,477 – .64 – – – – – Košir & Tement 2014 816 – – – .29 – – – Koul et al. 2011 1,027 s .44 – – – – – Ladd et al. 1999 200 p .44 – .33 – – .56 Ladd et al. 1999 199 p .06 −.37 .24…”
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “For example, students reporting a high measure of support from teachers early in the year had better achievement at the end of the year, and conversely, students with higher performance early in the year reported greater support from teachers at the end of the year (Košir & Tement, 2014).”