ArticleBMC psychology2025
Teacher-Student relationships and academic grades in Chinese high schools: the roles of perceived teaching quality and students' mental health symptoms.
Article in BMC psychology, 2025. 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.
- Bidirectional Relationship Between Family and School Interpersonal Relationships and Internalizing Problems Among Chinese High School Students.Journal of youth and adolescence · 2026Article
- Mapping item-level dynamics of positive youth development in Chinese adolescents: A four-wave cross-lagged panel network study.Applied psychology. Health and well-being · 2026Article
- A social cognitive perspective on teacher technology self-efficacy, inclusion, and student aspirations.BMC psychology · 2026Article
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4 authors.
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Abstract
backgroundTeacher-student relationships (TSRs) are recognized as playing an important role in students' academic success. However, the potential mechanisms linking TSRs to academic grades remain underexplored, particularly in non-Western contexts such as China, where academic achievement is highly emphasized, and grades play a critical role in determining students' college entrance opportunities.
objectivesThis study examined the associations among TSRs, perceived teaching quality, students' mental health symptoms, and academic grades among Chinese high school students. Specifically, it examined the potential indirect role of perceived teaching quality in linking TSRs to academic grades, and the moderating role of mental health symptoms on the association between perceived teaching quality and academic grades.
methodsA cross-sectional survey was conducted with Chinese high school students. Validated self-report measures were used to assess TSRs, perceived teaching quality, and mental health symptoms, while academic grades were obtained from official school administrative records. Structural equation modeling (SEM) was employed to examine the associations and test moderation effects.
resultsThe findings indicated that TSRs were positively associated with students' perceptions of teaching quality, and that perceived teaching quality was significantly associated with academic grades. However, TSRs were not directly associated with academic grades. Students' mental health symptoms moderated the association between perceived teaching quality and academic grades.
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