Abstract
This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs) and negative academic emotions (NAEs)] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions. Furthermore, students' culture, age, and gender moderated these links. The correlation between teacher support and PAEs was stronger for Western European and American students than for East Asian students, while the correlation between teacher support and NAEs was stronger for East Asian students than for Western European and American students. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students.
Highlights
As students spend much of their time with their teachers in school, teacher support can be vital to students’ academic development, including learning outcomes and affective or emotional outcomes
The results showed that students with more teacher support had higher positive academic emotions (PAEs) [r = 0.340 (z = 51.909, p < 0.001, k = 45, 95% CI = 0.328, 0.351)] or lower negative academic emotions (NAEs) [r = −0.215 (z = −41.769, p < 0.001, k = 76, 95% CI = −0.225, −0.206)]
This study included only English-language articles; future meta-analyses can include studies in other lanugages. This meta-analysis was based on cross-sectional studies, so causal relationships cannot be inferred. The results of this meta-analysis of 65 studies encompassing 121 effect sizes and 58,368 students revealed that teacher support was significantly correlated with students’ academic emotions, and that these relations were moderated by culture, age, and gender
Summary
As students spend much of their time with their teachers in school, teacher support can be vital to students’ academic development, including learning outcomes and affective or emotional outcomes. There is a need for a systematic integration of the results of these studies to better understand the relation between teacher support and students’ academic emotions and attributes that moderate this relation. This meta-analysis addresses this issue by examining 65 primary studies with 58,368 students. We begin by defining the two central notions: teacher support and academic emotions.
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