ReviewFrontiers in psychology2022
The Role of Teachers' Interpersonal Behaviors in Learners' Academic Achievements.
Review in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
7 citing papers in PubMed.
- Engagement, resilience, and social-emotional competence in university sports dance education: a moderated mediation model.Frontiers in psychology · 2026Article
- Human dignity education and artmaking: addressing student and teacher wellness together.Frontiers in health services · 2026Article
- The learning expectations of undergraduate nursing students for the flippedInternational journal of nursing sciences · 2025Article
- Formation mechanisms of primary school teachers' verbal immediacy behaviors in smart classroom environments.BMC psychology · 2025Article
- PERMA-based PBL teaching model: a case study of mechanical drawing in vocational education.Frontiers in psychology · 2025Article
- "Heliyon · 2024Article
- The effect of professional identity on nursing academic achievement: the chain mediating effect of general self-efficacy and learning engagement.BMC medical education · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners' educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners' academic achievement. Learners are required to have some sense of belonging to improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners' academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners' foreign language learning.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.