In addition to positive teacher-student relationships, students’ motivation to learn is another factor that influences social and academic outcomes.
A possible reason for the association between academic improvement and positive teacher-student relationships is students’ motivation and desire to learn (Wentzel, 1998).
Students who have positive relationships with their teachers use them as a secure base from which they can explore the classroom and school setting both academically and socially, to take on academic challenges and work on social-emotional development (Hamre & Pianta, 2001).
This includes, relationships with peers, and developing self-esteem and self-concept (Hamre & Pianta, 2001).
There is substantial research on the importance of teacher-student relationships in the early elementary years (Pianta, 1992; Hamre & Pianta 2001).
However, little is known about the effects of teacher-student relationships on high school students.
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Risk outcomes associated with poverty include high rates of high school dropout, lower rates of college applications, low self-efficacy, and low self-confidence (Murray & Malmgren, 2005).
Academic Outcomes Although many studies focus on the importance of early teacher-student relationships, some studies have found that teacher-student relationships are important in transition years; the years when students transition from elementary to middle school or middle to high school (Alexander et al., 1997; Cataldi & Kewall Ramani, 2009; Midgley, Feldlaufer, & Eccles, 1989).