Relationship influences on students’ academic achievement, psychological health and well-being at school

By R. Murray‐Harvey. Educational & Child Psychology, 2010

109 citations recorded by the source corpus.

A generally accepted indicator of the quality of a student’s experience of school is academic performance but other indicators that include psychological health and social/emotional adjustment have also been shown to have an impact. For this study, data were collected from both students and teachers about students’ social/emotional adjustment and academic achievement and motivation. Data were obtained for 888 students across Years 5 to 9 from 58 classes in 21 South Australia schools. Students reported through a questionnaire on the extent to which they perceived relationships with family, peers and teachers as sources of stress or support at school; their psychological health; feelings about and sense of belonging to school; and their academic performance. Teachers reported on randomly selected students in each of their classes regarding their Academic Achievement and Motivation, and their Social/Emotional Adjustment to school. The significant associations revealed from correlation analysis between the Relationship, Psychological Health, and Social Adjustment variables, and Academic Performance were further investigated using path analysis. This analysis confirmed the strength of the connection between the student’s social/emotional and academic experience of school, and highlighted that both academic and social/emotional outcomes are unambiguously influenced by the quality of the relationships between teachers and students which, when compared with that of family and peers, exert the strongest influence, on well-being and achievement outcomes for students.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/97fc04054bb3eb52db3087ed8b5f0c2388369c0e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. S. Roffey
2. R. Carter
3. T. Amholt
4. Jesper Dammeyer
5. J. Niclasen
6. Dorothy Lucardie

In Education

1. S. Roffey
2. R. Carter
3. T. Amholt
4. Jesper Dammeyer
5. J. Niclasen
6. Dorothy Lucardie

In Safety Research

1. S. Roffey
2. R. Carter
3. T. Amholt
4. Jesper Dammeyer
5. J. Niclasen

Citations in the corpus

• Psychological Well-Being and Academic Achievement among School-Aged Children: a Systematic Review (2020, methodology): “Five of the studies focused on social relationships with peers, teachers and parents (Chau et al. 2016; Holfve-Sabel 2014; Murray-Harvey 2010; Troop-gordon and Kuntz 2013; Whitley et al. 2012), three on school environment (Fogarty et al.”
• Inclusive and exclusive belonging – the impact on individual and community well-being (2013, background): “Many of these signs of well-being are embedded in social structures – how people perceive and relate to each other (e.g. Murray-Harvey, 2010; Noble & McGrath, 2012).”
• Pupil wellbeing – Teacher wellbeing: Two sides of the same coin? (2012, background): “Educational & Child Psychology Vol. 29 No. 4 13 Murray-Harvey (2010) found that both academic outcomes and social and emotional wellbeing in school were ‘unambiguously influenced’ by the quality of relationships between teachers and students.”