SynthesisJournal of personality2025
A Meta-Analytic Review of Personality and Teacher-Student Relationships.
Synthesis in Journal of personality, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
4 citing papers in PubMed.
- Longitudinal Associations Among Teacher-Student Relationships, Academic Self-Efficacy, and Prosocial Behavior in Chinese Left-Behind Adolescents: A Three-Wave RI-CLPM Study.Journal of youth and adolescence · 2026Article
- Teacher-Student Relationships, Empathy, and Prosocial Behaviors: Examining Between- and Within-Person Relations.Journal of youth and adolescence · 2026Article
- Well-being of preschool teachers and their work engagement: cross-cultural differences between Russian and Serbian samples.BMC psychology · 2026Article
- Sense of responsibility mediates proactive personality and prosocial behavior in nursing undergraduates: a cross-sectional study.BMC medical education · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThis meta-analysis provides the first comprehensive synthesis of associations between student and teacher personality traits and the quality of teacher-student relationships.
methodFifty-five studies met the eligibility criteria, contributing a total of 238 effect sizes. We used multivariate meta-analysis with robust variance estimation (RVE) to model the dependency of effect sizes.
resultsStudent prosocial behavior (ρ = 0.59) and proactive personality (ρ = 0.48) were the strongest predictors of positive teacher-student relationship quality. All Big Five traits of students, except neuroticism, showed significant positive associations, with all correlations exceeding 0.4 when holding constant with all other moderators. Teacher agreeableness (ρ = 0.31) and conscientiousness (ρ = 0.29) yielded modest associations. Students with less emotional stability or aggressive behaviors were more likely to experience negative teacher-student relationships, such as conflict and dependency.
conclusionOur findings highlight the critical role of student personality in explaining the quality of teacher-student interactions. Multiple traits appear equally important, as indicated by comparable effect sizes. The literature is relatively limited when it comes to teacher personality. We were unable to examine teacher traits in relation to teacher-student conflict and dependency, but, overall, agreeable and conscientious teacher behaviors appeared to be important for favorable interactions, whereas teacher neuroticism may undermine the quality of such interactions.
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