The Relation of Parent, Teacher, and Student Relationship Quality to Student Academic Outcomes and School Adjustment

Abstract

Literature has demonstrated the importance of parent, teacher, and student relationships for student educational outcomes, but has yet to thoroughly examine the potential interplay of these relationships. The purpose of the current study was to add new insight by studying the unique and overlapping impact of parent-teacher, student-teacher, and parent-child relationships on student outcomes. Sixty-two parents and sixty-two fourth and fifth grade students enrolled in public school in the United States responded to an online survey. Parent participants reported their parent-teacher and parent-child relationship qualities as well as student academic and school adjustment. Child participants rated their relationship with teachers. Results indicated significant gender and grade differences in parent-child relationship quality. Parent-child relationship quality was significantly correlated with parent-teacher relationship quality. Both student-teacher relationship (positivity) and parent-teacher relationship quality made significant contributions to students’ academic adjustment. Parent-child relationship quality was not a significant contributor to academic or school adjustment.