Academic achievement implies quality relations

SCIENTIFIC ARTICLES:

• Pakarinen, E., Lerkkanen, M. K., Viljaranta, J., & von Suchodoletz, A. (2021). Investigating bidirectional links between the quality of teacher–child relationships and children’s interest and pre‐academic skills in literacy and math. Child development, 92(1), 388-407. https://doi.org/10.1111/cdev.13431
• Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223–246. https://doi.org/10.1037/0033-2909.134.2.223
• Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91(1), 76–97. https://doi.org/10.1037/0022-0663.91.1.76

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COMMENT:

Good relations may influence positively academic achievement. Academic results and school climate go together; quality relations could help achieve that.

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