ArticleFrontiers in psychology2023
The association among teacher-student relationship, subjective well-being, and academic achievement: Evidence from Chinese fourth graders and eighth graders.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- The impact of subjective well-being on college students' academic burnout: the chain mediating role of psychological resilience and academic stress.BMC psychology · 2026Article
- PERMA-based PBL teaching model: a case study of mechanical drawing in vocational education.Frontiers in psychology · 2025Article
- Associations of perceived teacher-student relationship and friendship quality with adolescents' interest in physical education: a latent profile analysis.Frontiers in sports and active living · 2025Article
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Authors and funding
5 authors.
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Abstract
This study compared the teacher-student relationship, subjective well-being, and academic achievement between fourth graders and eighth graders, and examined whether and how subjective well-being played a mediating role concerning teacher-student relationship and academic achievement across the two grades. The participants included 19,845 fourth graders and 11,691 eighth graders from a city in central China. The findings indicated that (1) compared with eighth graders, fourth graders reported significantly higher mean scores in the teacher-student relationship, subjective well-being, and academic achievements; (2) a positive teacher-student relationship can promote students' academic achievement both directly and indirectly through subjective well-being across the two groups; (3) The mediating effect of subjective well-being accounted for 42.8% of the total effects between teacher-student relationship and academic achievement for fourth graders, which was higher than that for eighth graders (22.7%). Limitations and future directions are elaborated.
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