A Correlation: Positive

Student-Teacher
Relationships and
Success in the
Classroom
By: Kelly Grice and Kelly Hilbert
ED 776 Theory and Research on Teaching
Loyola University MD
Dr. Gordon Michaloski
 Abstract
This review of literature explores the correlation between positive
student-teacher relationships, and motivation in the classroom in order to identify
the importance and connections between the two. Student motivation has been a
problematic issue, because students must be motivated to be successful in their
learning. Both intrinsic and extrinsic motivation can lead to student success, but
there are varying theories and techniques to motivate a student within the
classroom. To examine this issue, literature was chosen from a variety of educational
journals and limited to past 20 years. Findings and conclusions from the literature
reviewed were compared for similarities and differences in order to find patterns and
themes. Our findings revealed that motivation is the driving factor behind everything
we do, and therefore the more intrinsic motivation our students have, the more
potential they have to reach academic achievement. The way motivation can be
fostered, is through relationships that are supportive, strong, and caring. The
social-emotional readiness of a student is greatly impacted by the classroom
environment, and the relationships that are formed. Based on the literature reviewed,
we concluded that positive student-teacher relationships are correlated to success
in the classroom, because they inspire student motivation.
 Motivation? What’s that?
In order to tackle our main driving
question about the correlation between
student-teacher relationships and
academic achievement, we first had to
understand and address the fact that
the two cannot be without one main
factor: motivation. Motivation is
simply why we do what we do.
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How do you motivate students
in your classroom?
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Every Kid Needs a
Champion

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Key Terms

● Autonomy - Refers to the capacity to make one’s own decisions;

autonomy-supportive teachers encourage students to have personal
autonomy that is noticeable and relevant in the classroom.
● Intrinsic motivation - Refers to behavior that is driven by internal
rewards; engaging in a behavior because it is naturally satisfying to you.
● Extrinsic motivation - Refers to behavior that is driven by external
rewards; engaging in a behavior because there is an outside motivation.
Guiding Questions
1. Does the social-emotional status of students affect their success
and motivation in the classroom?
2. How can positive student-teacher relationships impact the learning
of students?
3. How can teacher behaviors impact the intrinsic motivation of
students?
4. How can student-teacher relationships be effectively built?
5. How can teachers strengthen student autonomy?
 5 Common Words

All of our articles overlapped on the idea that teacher-student

relationships need to incorporate the 5 following elements:
● Care
● Autonomy
● Support
● Growth
● Possibilities
 Analysis of Literature

● Motivation is what drives all learning

● Students need to feel socially and emotionally safe in
order to feel motivated
● Teachers = key role in developing that social and
emotional stability, so that kids can empower themselves
to do their best learning autonomously
 Analysis of Literature

● Teachers = key role in meeting psychological needs of

relatedness, competence, and autonomy
● Motivation is more important to a child's learning than
the teachers skill/experience/etc
● Positive internal perceptions on learning process comes
from the teacher, and leads to higher motivation, which
leads to higher academic success
Conclusion

positive student-teacher
relationships are correlated to
success in the classroom, because
when a student and teacher
connect positively, students
become more intrinsically
motivated to be successful.
References
Bolt, E., Cai, Y., Reeve J. (1999). Autonomy-Supportive Teachers: How They Teach and Motivate
Students. Journal of Educational Psychology, 91(3), 537-548. Retrieved from:
https://eds-b-ebscohost-com.proxy-ln.researchport.umd.edu/eds/detail/detail?vid=2&sid=e0dc
a816-1182-43d8-a94c-59afee61d3d6%40pdc-v-sessmgr05&bdata=JnNpdGU9ZWRzLWxpdm
Umc2NvcGU9c2l0ZQ%3d%3d#AN=1999-11091-010&db=pdh

Kalenze, Eric. (2016, December 20). How Positive Teacher-Student Relationships Impact Student
Motivation. Search Institute. Retreived from
https://www.search-institute.org/positive-teacher-student-relationships-impact-student-motiv
ation/

Koca, Faith. (2016). Motivation to Learn and Teacher-Student Relationship. Journal of International
Education and Leadership, 6(2). Retrieved from: https://files.eric.ed.gov/fulltext/EJ1135209.pdf

Lambert, M., Lappalainen, K., Savolainen, H., Sointu, E. (2016, March 28). Longitudinal Associations of
Student-Teacher Relationships and Behavioural and Emotional Strengths on Academic
Achievement. Educational Psychology, 37(4). Retrieved from:
https://www.tandfonline.com/doi/full/10.1080/01443410.2016.1165796?fbclid=IwAR1EXmD
K2jh7_F-Glq__duMUfD4A4XaR3Wvt0JQm0gb9BEwVzh_GTKn0_5Y

Schoenfelder, Erin and Urdan, Tim. (2006, October). Classroom Effects on Student Motivation: Goal
Structures, Social Relationships, and Competence Beliefs. Science Direct. Retrieved from:
https://www.sciencedirect.com/science/article/pii/S0022440506000380