Examining the Relationship Between Student Perceptions of Teacher–Student Relationships and Academic Outcomes

The teacher–student relationship (TSR) is a fundamental component of academic success, significantly influencing student motivation and achievement (Brinkworth et al., 2017; Roorda et al., 2011). While extensive research has explored TSRs in primary and secondary education, there remains a notable gap in higher education studies, despite existing research indicating that strong TSRs enhance cognitive, emotional, and behavioral engagement, leading to improved academic performance and psychological well-being (Gunuc & Kuzu, 2014; Ullah & Wilson, 2007). The purpose of this study was to examine the extent to which student perceptions of the teacher–student relationship (TSR) predict academic achievement and motivation among undergraduate students. A quantitative, non-experimental, cross-sectional predictive design was employed. Participants included 21 undergraduate students enrolled in an Anatomy and Physiology I laboratory course at a mid-sized public university in the United States. Student perceptions of TSR were measured using the Teacher–Student Relationship Inventory (TSRI). Academic achievement was measured using course GPA, and motivation was assessed using selected subscales of the Motivated Strategies for Learning Questionnaire (MSLQ) and the Relative Autonomy Index (RAI) derived from the Self-Regulation Questionnaire–Academic (SRQ-A). Pearson correlations and simple linear regression analyses were conducted. Results indicated that TSR did not significantly predict academic achievement or the primary motivational constructs measured. However, exploratory analyses indicated that stronger perceived TSR was associated with lower levels of external and introjected regulation. These findings suggest that teacher–student relationships may influence student motivation by reducing externally driven forms of motivation in higher education settings.