Teacher–Student Relationships, Student Engagement, and Academic Achievement for Non-Latino and Latino Youth

Abstract

Teacher–student relationships are crucial to engagement and school success for youth. However, forging caring and supportive teacher–student relationships can be challenging. Further, engagement appears to decline along with achievement. Regardless of limited research reviews on teacher–student relationships, engagement, and achievement for school-aged students, there is an urgent need for reviews focused on youth and Latino youth in particular. This study synthesized 26 studies on teacher–student relationships, engagement, and achievement for non-Latino (16 studies) and Latino youth (10 studies). The findings were similar for non-Latino and Latino youth, with positive associations and engagement as a mediator. Teacher–student relationships (emotional support, instrumental help, clear expectations, and classroom safety) and student engagement (behavioral, emotional, and cognitive) were defined as multidimensional constructs. The findings primarily focused on emotional support and behavioral engagement. Both bodies of literature were theoretically driven (self-determination theory, ecological theory), employed surveys as the primary measure and reliable measures. There was a lack of studies with experimental, longitudinal design, qualitative methods, random sampling, power analyses and reported validity of the measures. Major differences included mixed results for the moderation effect of gender among non-Latino youth. The quality of the literature for non-Latino youth was relatively more rigorous and stronger.