REL Southwest Ask A REL Response
Educator Effectiveness & Social and Emotional Learning:
Relationship Between Students’ Adult Relationships at School and Student Outcomes
February 2019
Question:
What is the influence of students having trusting relationships with adults at school on student outcomes?
Response:
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Thank you for the question you submitted to our REL Reference Desk. We have prepared the following memo with research references to help answer your question. For each reference, we provide an abstract, excerpt, or summary written by the study’s author or publisher. Following an established Regional Educational Laboratory (REL) Southwest research protocol, we conducted a search for research reports as well as descriptive study articles on the relationship between students’ adult relationships at school and student outcomes.
We have not evaluated the quality of references and the resources provided in this response. We offer them only for your reference. Also, we searched the references in the response from the most commonly used resources of research, but they are not comprehensive, and other relevant references and resources may exist. References provided are listed in alphabetical order, not necessarily in order of relevance. We do not include sources that are not freely available to the requestor.
Research References
Davis, H. A. (2006). Exploring the contexts of relationship quality between middle school students and teachers. Elementary School Journal, 106(3), 193–224. Retrieved from https://www.jstor.org/stable/10.1086/501483#metadata_info_tab_contents
Kiefer, S. M., Alley, K. M., & Ellerbrock, C. R. (2015). Teacher and peer support for young adolescents’ motivation, engagement, and school belonging. RMLE Online: Research in Middle Level Education, 38(8). https://eric.ed.gov/?id=EJ1074877
Juvonen, J. (2007). Reforming middle schools: Focus on continuity, social connectedness, and engagement. Educational Psychologist, 42(4), 197–208. Retrieved from https://www.researchgate.net/publication/254303483
Kiefer, S. M., Ellerbrock, C., & Alley, K. (2014). The role of responsive teacher practices in supporting academic motivation at the middle level. RMLE Online: Research in Middle Level Education, 38(1). https://eric.ed.gov/?id=EJ1039613
Lee, J. S. (2012). The effects of the teacher-student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53(1), 330–340. Retrieved from https://www.academia.edu/19215111/The_effects_of_the_teacher_student_relationship_and_academic_press_on_student_engagement_and_academic_performance
Padilla, A., & Hipolito-Delgado, C. P. (2016). Empowering Chicana/o and Latina/o high school students: A guide for school counselors. Professional School Counseling, 19(1), 176–187. https://pdfs.semanticscholar.org/51b3/b066a0f6ec08f4ee486677d1f5c76f8913be.pdf
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.524.4650&rep=rep1&type=pdf
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction 42, 95–103. https://eric.ed.gov/?id=ED565373
Methods
Keywords and Search Strings
The following keywords and search strings were used to search the reference databases and other sources:
- “students” AND “trust” AND “relation*” AND “achievement”
- “trust” AND “adults” AND “achievement"
- “trust” AND “achievement”
- “youth-adult relationships” AND “trust”
- The impact of trust
- Student-adult relationships
- Trust culture
- Relational trust
- Resilience and trust
- Positive student relationships
- Positive relationships
- Caring relationships
- Student belonging
- (“Teacher Support”) AND (“Motivation” OR “Engagement” OR “School Belonging”)
- Teacher-student relationships
- Student-teacher relationships
Databases and Resources
We searched ERIC for relevant, peer-reviewed research references. ERIC is a free online library of more than 1.6 million citations of education research sponsored by the Institute of Education Sciences (IES). Additionally, we searched the What Works Clearinghouse.
Reference Search and Selection Criteria
When we were searching and reviewing resources, we considered the following criteria:
- Date of the publication: References and resources published from 2003 to present, were include in the search and review.
- Search priorities of reference sources: Search priority is given to study reports, briefs, and other documents that are published and/or reviewed by IES and other federal or federally funded organizations, academic databases, including ERIC, EBSCO databases, JSTOR database, PsychInfo, PsychArticle, and Google Scholar.
- Methodology: The following methodological priorities/considerations were given in the review and selection of the references: (a) study types—randomized control trials, quasi-experiments, surveys, descriptive data analyses, literature reviews, policy briefs, and so forth, generally in this order; (b) target population, samples (representativeness of the target population, sample size, volunteered or randomly selected, and so forth), study duration, and so forth; and (c) limitations, generalizability of the findings and conclusions, and so forth.