The Role of Teacher-Learner Relationships in Academic Motivation
DOI:
https://doi.org/10.55927/ijsmr.v4i7.105Keywords:
Teacher-learner relationships, academic motivation, self-determination theoryAbstract
This study examined the role of teacher-learner relationships in academic motivation among 100 randomly selected elementary learners at Tinoc Central School using a quantitative descriptive-correlational research design. Data were gathered through a researcher-made questionnaire measuring teacher support, communication, trust, and approachability, alongside intrinsic motivation, extrinsic motivation, engagement, and persistence. Findings revealed very high levels of both teacher-learner relationships (M=4.28) and academic motivation (M=4.26). Pearson correlation analysis showed a strong, positive, and statistically significant relationship between the two variables (r=0.782, p<0.001), with approachability exhibiting the strongest correlation. Regression analysis confirmed that teacher-learner relationships significantly influence academic motivation (β=0.61, R²=0.61). The study concludes that positive, supportive teacher-learner relationships enhance learners' motivation, engagement, and persistence, recommending sustained implementation of relationship-building practices.
References
Alghadari, F., & Hasan, R. (2022). Cognitive and affective engagement in higher education: Evidence from Indonesian students. Journal of Educational Psychology, 114(3), 412–426.
Andersen, J. F., Norton, R., & Nussbaum, J. (1981). Three investigations exploring relationships between perceived teacher communication behaviors and student learning. Communication Education, 30(4), 377–392.
Andriani, R., Susanto, H., & Putra, Y. (2023). Reciprocal interaction between professors and students in traditional teaching methods. Journal of Educational Research and Practice, 13(2), 45–59.
Arnado, A. R., Barsobia, E. L., Galbizo, C., Maboot, C. J., & Soylon, J. E. (2026). Teacher-learner relationship and academic learning: A correlational study. International Journal of Sustainability and Advanced Integrated Research.
Aulia, F., Takiuddin, M., & Rahmatullah, A. H. (2022). Relationship between personality, mindset, academic motivation on grit (persistence) in middle school students. KONSELI: Jurnal Bimbingan dan Konseling (E-Journal).
Bandara, K. M. N. T. K., Perera, D., & Jayasinghe, R. (2025). Academic motivation and learning outcomes: A systematic review of 58 studies. Educational Psychology Review, 37(2), 245–268.
Black, S., & Allen, J. (2018). Collaborative learning and higher-order thinking: A review. Journal of Educational Research and Practice, 8(2), 45–59.
Brown, E., Jones, S., & Davis, R. (2015). Predictors of persistence in economically disadvantaged preschoolers. Early Childhood Research Quarterly, 30(2), 250–261.
Buka, P. (2013). Promoting academic achievement through positive relationships. Journal of Educational and Social Research, 3(2), 91–96.
Collie, R. J., & Martin, A. J. (2019). Motivation and engagement in learning.
Collie, R. J., Martin, A. J., & Ginns, P. (2019). Multidimensional motivation: Cognitive and behavioral factors in student learning. Learning and Instruction, 60, 1–11.
Collier, A., McCulloch, A., & Williams, J. (2018). Approachability as a key trait of effective clinical instructors: An integrative review. Nurse Education Today, 65, 12–19.
Corno, L., & Mandinach, E. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88–108.
Daguplo, M. S., & Dela Cruz, R. (2015). Autonomy, relatedness, and intrinsic motivation among university students. Asia Pacific Journal of Education, 35(3), 389–402.
Denzine, G., & Pulos, S. (2000). College students’ perceptions of faculty approachability. Educational Research Quarterly.
Devrim, N., & Yildiz, S. (2021). Teacher relatedness support and student engagement: Evidence from Turkish undergraduates. Journal of Educational Psychology, 113(5), 843–857.
Di Domenico, S. I., & Fournier, M. A. (2017). Intrinsic motivation in education, work, and beyond: Theory and practice. Contemporary Educational Psychology, 51, 111–122.
Diez, P., Gonzalez, R., & Martin, L. (2025). Teacher friendliness and classroom participation: A systematic review. Teaching and Teacher Education, 123, 103–118.
Dobransky, N., & Frymier, A. B. (2004). Developing teacher-student relationships through out of class communication. Communication Quarterly, 52(3), 211–223.
Erdene, B., Azjargal, D., & Ganbold, E. (2026). Teacher–learner relationship in Mongolian primary education. International Journal of Education.
Fahroni, A., Yusuf, M., & Sari, D. (2024). Empathetic communication and supportive attitudes in teaching. Journal of Education and Practice, 15(6), 101–113.
Frymier, A. B. (2005). Students’ classroom communication effectiveness. Communication Quarterly, 53(2), 197–212.
Frymier, A. B., & Houser, M. L. (2005). The role of communication in student learning. Communication Education, 54(1), 1–14.
Galamay, R., Gayak, N., & Roque, J. (2025). Exploring the impact of learners’ engagement in Social Studies on academic performance. Journal of Interdisciplinary Perspectives.
Glessmer, M., Schmidt, T., & Weber, K. (2024). Trust-building behaviors in engineering education: Insights from interviews and surveys. European Journal of Engineering Education, 49(1), 112–130.
Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35(5), 1111–1122.
Gregory, A., & Ripski, M. B. (2008). Adolescent trust in teachers: Implications for behavior and discipline. School Psychology Review, 37(3), 337–353.
Griffing, C., & Smith, T. (2006). Contextual influences on student motivation: A qualitative study. Journal of Classroom Interaction, 41(2), 23–35.
Hammoodi, S., Al-Khalidi, H., & Hassan, R. (2020). Scaffolding and student motivation in collaborative classrooms. International Journal of Education and Practice, 8(5), 123–134.
Hu, J., Chen, L., & Zhao, Y. (2025). Student engagement and academic outcomes: A systematic review of empirical studies (2020–2023). Review of Educational Research, 95(1), 45–72.
Huda, N. M. N., Rahman, F., & Chowdhury, S. (2025). Teacher–student relationships and academic performance: A systematic review of relational communication, emotional intelligence, and respect. Educational Review, 77(3), 421–439.
Huntly, H., & Donovan, J. (2009). Developing persistence in first-year university students through teacher talk and feedback. Active Learning in Higher Education, 10(3), 245–256.
Idulsa Jr., F. L., & Luzano, R. A. (2024). Students’ motivation and academic engagement in Alternative Learning System. International Journal of Multidisciplinary Research and Analysis.
Israel-Fishelson, R., & Hershkovitz, A. (2019). Persistence in game-based learning: Evidence from elementary school students. Computers & Education, 134, 69–84.
Jederlund, U., & von Rosen, T. (2021). Changes in students’ school trust as a reflection of teachers’ collective learning processes: Findings from a longitudinal study. Scandinavian Journal of Educational Research.
Kalogeropoulos, D., & Fernández, L. (2025). Learning motivation and academic resilience: The mediating role of grit in adolescents. Journal of Adolescent and Youth Psychological Studies.
Kurnianingsih, S., Hidayat, R., & Prasetyo, A. (2012). Student trust in teachers and its impact on learning effectiveness. Indonesian Journal of Educational Studies, 19(2), 87–95.
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between teacher support and students’ academic emotions: A meta-analysis. Frontiers in Psychology, 9, 2288.
Lei, S. A. (2010). Intrinsic and extrinsic motivation: Evaluating benefits and drawbacks in college classrooms. Journal of Instructional Psychology, 37(2), 153–160.
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184–196.
Liu, J., Zhang, Y., & Chen, L. (2025). Teacher-student relationships and academic motivation: Moderating role of instrumental value. Educational Studies, 51(2), 189–205.
Liu, S., Zhang, Y., & Chen, H. (2025). Intrinsic motivation and multidimensional learning engagement: Evidence from Chinese undergraduates. Frontiers in Education, 10, 112–128.
Liu, Y., Wang, Z., & Li, X. (2020). Extrinsic motivation and academic performance: Evidence from a longitudinal study of Chinese students. Learning and Individual Differences, 79, 101–110.
Lufi, D., & Cohen, A. (2003). Persistence and academic achievement among Israeli college students. Journal of Educational Psychology, 95(2), 343–352.
Maulana, R., Opdenakker, M. C., & Bosker, R. J. (2014). Teacher-student interpersonal relationships do change and affect academic motivation: A multilevel growth curve modelling. British Journal of Educational Psychology, 84(3), 459–482.
Mishra, N., Singh, R., & Patel, A. (2023). Collaborative learning and teacher facilitation in higher education. International Journal of Instruction, 16(4), 55–72.
Mozafarianpour, A., & Rahimi, S. (2023). Trust between students and school authorities: Academic and behavioral outcomes. Educational Studies, 59(4), 567–582.
Mpisi, A., & Alexander, G. (2022). Black learner perceptions of teacher-learner and learner-learner relationships in multicultural spaces of historically White schools. International Journal of Learning, Teaching and Educational Research.
Muniyappan, D., & Krishnan, P. (2018). Social interaction and collaborative elaboration in learning. Asian Journal of Education and Training, 4(2), 89–95.
Mursalin, M., Rahman, A., & Karim, M. (2025). Effective communication and inclusive learning environments in mathematics education. International Journal of Instruction, 18(2), 55–72.
Mustafa, S. M. S., Elias, H., Noah, S. M., & Roslan, S. (2012). Testing a measurement model of multidimensional intrinsic motivation in studying for examination. Pertanika Journal of Social Science and Humanities.
Nazish, A., & Kang, M. (2024). Exploring the positive teacher-student relationship on students' motivation and academic performance in secondary schools in Karachi. Academy of Education and Social Sciences Review.
Nazish, A., Khan, S., & Malik, R. (2024). Perceived teacher support and academic achievement: Evidence from quantitative research. International Journal of Educational Research, 118, 102–115.
Ng, C. F. (2015). Teacher commitment and learner motivation in EFL contexts. English Language Teaching, 8(7), 1–13.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144.
Oona, P. (2010). Intrinsic motivation and academic achievement: What does their relationship imply for the classroom teacher?
Opdenakker, M., & Van Damme, J. (2012). Teacher-student relationships and autonomous motivation: A longitudinal study. Learning and Instruction, 22(2), 148–160.
Opdenakker, M., Maulana, R., & den Brok, P. (2012). Teacher–student interpersonal relationships and academic motivation within one school year: Developmental changes and linkage. School Effectiveness and School Improvement, 23(1), 95–119.
Perrine, R. (1998). Students' views of the characteristics of instructors' approachability. Psychological Reports, 82(2), 615–618.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Ryan, R. M., Soenens, B., & Vansteenkiste, M. (2020). Reflections on self-determination theory as an organizing framework for personality and development. Developmental Psychology, 56(11), 1965–1971.
Saleem, A., & Malik, S. (2021). The role of social interaction in student learning. Journal of Educational Research, 24(3), 211–225.
Scales, P., Pekel, K., & Roehlkepartain, E. (2020). Teacher-student relationships and academic motivation: Evidence from 1,274 adolescents. Journal of Youth and Adolescence, 49(5), 921–935.
Schulte-Pelkum, J., Schweer, M. K. W., & Pollak, B. (2014). Dyadic trust relations between teachers and students: An empirical study about conditions and effects of perceived trustworthiness in the classroom from a differential perspective. Social Psychology of Education.
Seikh, A., & Rahman, F. (2025). Empathetic teaching practices and intrinsic motivation. Frontiers in Psychology, 16, 112–128.
Shan, Y., & Ma, L. (2020). Intrinsic motivation in language learning: Developmental changes and academic success. Language Learning, 70(4), 1023–1045.
Shen, H., Li, J., & Wang, Z. (2024). Teacher support, student well-being, and engagement: A structural equation modeling approach. Journal of Educational Psychology, 116(4), 732–745.
Shin, M., & Kim, J. (2020). Teacher instruction, self-efficacy, and intrinsic motivation: Evidence from 418 students. Journal of Educational Psychology, 112(6), 1123–1138.
Shuhidan, S. M., Rahman, N., & Ismail, H. (2025). Complementing intrinsic motivation with extrinsic strategies: A qualitative study. International Journal of Educational Research, 124, 104–118.
Sidelinger, R. J., & Booth-Butterfield, M. (1997). Communication and student learning outcomes. Communication Education, 46(1), 1–12.
Sivan, E. (1986). Motivation in classroom learning: A social negotiation perspective. Educational Psychologist, 21(3), 167–180.
Sparks, J. R., Miller, T., & Roberts, K. (2025). Persistence in education: A systematic review of definitions, measures, and outcomes. Educational Research Review, 36, 100–118.
Stover, J. B., Freiberg Hoffmann, A., de la Iglesia, G., & Liporace, M. (2014). Predicting academic achievement: The role of motivation and learning strategies.
Sum, C., Tan, J., & Lim, P. (2021). Student engagement in face-to-face versus remote learning: A comparative study. Computers & Education, 165, 104–118.
Sweet, L., & Broadbent, J. (2017). Nursing students’ perceptions of instructor approachability. Contemporary Nurse, 53(3), 321–330.
Tao, Y., Chen, L., & Xu, J. (2022). Teacher support and student achievement: A meta-analysis of 71 studies. Learning and Instruction, 83, 101–115.
Tennant, J. E., Demaray, M. K., Malecki, C. K., Terry, M. N., Clary, M., & Elzinga, N. (2015). Students’ ratings of teacher support and academic outcomes. Journal of Youth and Adolescence, 44(9), 1658–1672.
Tiberius, R., Billson, J., & Leblanc, R. (2002). The role of teacher–student relationships in teaching effectiveness. Teaching and Learning in Medicine, 14(1), 48–54.
Trenshaw, K. F., Revelo, R. A., & Herman, C. (2016). Understanding engineering students’ motivation: Relatedness as a critical factor. International Journal of Engineering Education, 32(2), 512–523.
Turner, J. C., Christensen, A., & Meyer, D. K. (2014). Supporting competence and autonomy in classrooms: Longitudinal evidence of effects on engagement. Contemporary Educational Psychology, 39(4), 342–355.
Ullah, A., & Khan, M. (2020). Enhancing engagement through interactive activities in computer science education. Education and Information Technologies, 25(6), 5679–5695.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1992). Self-determination and persistence in a real-life setting: Toward a motivational model of dropout. Journal of Personality and Social Psychology, 62(5), 1004–1014.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161–1176.
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19–31.
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2006). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal framing and autonomy support. Journal of Personality and Social Psychology, 87(2), 246–260.
Vatankhah, M., & Tan, K. H. (2014). The role of social support in motivation among Iranian EFL learners. Journal of Language Teaching and Research, 5(5), 1158–1164.
Walker, K., Johnson, R., & Lee, S. (2021). Dimensions of student engagement across diverse courses. Journal of Higher Education, 92(4), 567–589.
Wentzel, K. R. (2009). Students’ relationships with teachers as motivators of engagement in school: A longitudinal study. Educational Psychology, 44(2), 117–137.
Wentzel, K. R. (2009). Students’ relationships with teachers as motivational contexts. In Handbook of Motivation at School (pp. 301–322).
Wentzel, K. R. (2012). Teacher–student relationships and adolescent competence at school. Journal of School Psychology, 50(2), 173–190.
Wood, D., & Wood, R. (2016). Autonomy motivation as an outcome of competence and relatedness satisfaction. Learning and Individual Differences, 49, 421–428.
Wood, R., & Bandura, A. (2019). Hierarchical relationships among autonomy, competence, and relatedness in student motivation. Educational Psychology, 39(3), 289–305.
Zhang, Q., Wang, Y., & Li, H. (2022). Teacher–student relationships and academic achievement in EFL contexts: A correlational study. Frontiers in Psychology, 13, 945–956.
Zheng, J., & Li, H. (2021). Teacher clarity, credibility, and immediacy: Effects on student motivation. Review of Educational Research, 91(4), 567–590.
