The Role of Teacher-Student Relationships in Engagement and Achievement Trajectories among High- and Average-Ability Students.

Scientific

School engagement has been considered key for students’ socio-emotional functioning and academic achievement. In the present study, we aimed to examine whether supportive or conflicted teacher-student relationships influence engagement trajectories, and whether, through their contribution to academic engagement trajectories, teacher-student relationships indirectly shape achievement trajectories of high- and average-ability students. To this end, we draw on data from the longitudinal TALENT-study in Flanders in which students were followed throughout grades 7 and 8. By considering the role of teacher-student relationships in high- and average-ability students’ engagement and achievement trajectories, the present examination sheds light on the potential of promoting positive teacher-student relationships as a means of enhancing both high- and average-ability students’ academic engagement and achievement. First findings will be presented at the ECHA conference.