Abstract
This study aimed to investigate the correlation between teacher-student communication, academic adjustment, and academic progress in the art course of secondary school students in Baghdad. The sample consisted of 360 students, with 185 girls and 200 boys. The data was collected using Pham and Taylor's academic achievement questionnaire, Sinha and Singh's academic adjustment questionnaire, and the teacher-student interaction questionnaire. Data analysis was conducted using SPSS software, descriptive statistics, inferential statistics, Pearson correlation coefficient, and regression. The results showed a direct and significant relationship between teacher-student interaction with academic progress and academic adjustment. Teacher-student interaction can significantly predict academic progress, while academic adjustment can be directly and significantly related to all components of teacher-student interaction. Furthermore, teacher-student interaction can significantly predict academic adjustment. The research provides valuable insights into the relationship between teacher-student communication and academic progress in the art course
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