The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement

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Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement (2016, background): “Social support from teachers can contribute to students' emotional security in school, which is considered to be a necessary condition for exploration of the environment (Roorda et al., 2011).”
Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement (2017, background): “motivation for learning, perceived academic competence, school engagement, attitudes towards school and academic achievement, and the teachers can support the students in dealing with the demands of schoolwork (Baker, 2006; Beebe-Frankenberger, Lane, Bocian, Gresham, & MacMillan, 2005; Davis, 2003; ”