Teacher-student relationships and adolescent competence at school

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Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study (2015, background): “The quality of teacher–student relationships has been linked to various school outcomes (Roorda, Koomen, Spilt, & Oort, 2011; Wentzel, 2012).”
The work avoidance goal construct: Examining its structure, antecedents, and consequences (2014, background): “considerable empirical evidence demonstrating the influence of relationships with parents (Grolnick, Friendly, & Bellas, 2009; Steinberg, Darling, & Fletcher, 1995), teachers, (Ganotice & King, 2013; Wentzel, 2012), and peers (Creasey et al.”
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging (2015, background): “Interactions with teachers and peers play a central role in supporting young adolescents’ academic motivation, classroom engagement, and sense of school belonging (Wentzel, 2012; Wentzel & Wigfield, 2007).”
Developmental relationships and school success: How teachers, parents, and friends affect educational outcomes and what actions students say matter most (2020, background): “…of student-teacher developmental relationships involving these relationship features is extensively supported in the literature (reviewed above and see also reviews in Martin & Dawson, 2009; Roorda et al., 2011; Wentzel, 2012), specific hypotheses were posed to test in the quantitative study.”