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The Association between Student-Teacher Relationship Quality and Students' School Belonging: A Cross-National Perspective

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Title: The Association between Student-Teacher Relationship Quality and Students' School Belonging: A Cross-National Perspective
Language: English
Authors: Tegan Rare (ORCID 0009-0000-8612-225X), Geetanjali Basarkod (ORCID 0000-0003-3708-2751), Jiesi Guo (ORCID 0000-0003-2102-803X), Kelly-Ann Allen (ORCID 0000-0002-6813-0034), Theresa Dicke (ORCID 0000-0001-8868-2242)
Source: Journal of Educational Psychology. 2026 118(4):465-483.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Teacher Student Relationship, Sense of Belonging, International Assessment, Secondary School Students, Foreign Countries, Cultural Differences
Assessment and Survey Identifiers: Program for International Student Assessment
DOI: 10.1037/edu0001026
ISSN: 0022-0663
1939-2176
Abstract: Students' sense of school belonging has an enduring impact on academic and psychosocial outcomes during compulsory schooling and after. Prior research suggests that student--teacher relationship (STR) quality is one of the strongest factors to positively predict school belonging. However, the bulk of this research has focused on samples from developed countries, limiting the generalizability of findings to a diverse range of countries. The only cross-national studies to examine this positive link have used data from over 2 decades ago or focused explicitly on European countries. Therefore, the present study aimed to examine the generalizability of the positive link between STR quality and school belonging across 69 diverse educational systems using the most recently published (2022) Programme for International Student Assessment data set. This study expands prior research to investigate the generalizability of results within countries, through comparisons between immigrant groups (i.e., first-generation, second-generation, native-born students). Using responses from 521,293, 15-year-old students from 69 countries, this study assessed the positive link between STR quality and belonging via multilevel linear models. Results demonstrated that the positive link between STR quality and belonging generalized across all countries, although the size of this positive link varied across countries. This positive link also generalized across students from immigrant and nonimmigrant backgrounds. Together, these findings are indicative of a robust cross-cultural pattern. Therefore, teachers across the globe can assist all students in feeling connected to school by fostering caring and friendly relationships with students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507471
Database: ERIC
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  Data: The Association between Student-Teacher Relationship Quality and Students' School Belonging: A Cross-National Perspective
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  Data: <searchLink fieldCode="AR" term="%22Tegan+Rare%22">Tegan Rare</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-8612-225X">0009-0000-8612-225X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Geetanjali+Basarkod%22">Geetanjali Basarkod</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3708-2751">0000-0003-3708-2751</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jiesi+Guo%22">Jiesi Guo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2102-803X">0000-0003-2102-803X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kelly-Ann+Allen%22">Kelly-Ann Allen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6813-0034">0000-0002-6813-0034</externalLink>)<br /><searchLink fieldCode="AR" term="%22Theresa+Dicke%22">Theresa Dicke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8868-2242">0000-0001-8868-2242</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. 2026 118(4):465-483.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Students' sense of school belonging has an enduring impact on academic and psychosocial outcomes during compulsory schooling and after. Prior research suggests that student--teacher relationship (STR) quality is one of the strongest factors to positively predict school belonging. However, the bulk of this research has focused on samples from developed countries, limiting the generalizability of findings to a diverse range of countries. The only cross-national studies to examine this positive link have used data from over 2 decades ago or focused explicitly on European countries. Therefore, the present study aimed to examine the generalizability of the positive link between STR quality and school belonging across 69 diverse educational systems using the most recently published (2022) Programme for International Student Assessment data set. This study expands prior research to investigate the generalizability of results within countries, through comparisons between immigrant groups (i.e., first-generation, second-generation, native-born students). Using responses from 521,293, 15-year-old students from 69 countries, this study assessed the positive link between STR quality and belonging via multilevel linear models. Results demonstrated that the positive link between STR quality and belonging generalized across all countries, although the size of this positive link varied across countries. This positive link also generalized across students from immigrant and nonimmigrant backgrounds. Together, these findings are indicative of a robust cross-cultural pattern. Therefore, teachers across the globe can assist all students in feeling connected to school by fostering caring and friendly relationships with students.
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      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Sense of Belonging
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      – SubjectFull: International Assessment
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      – SubjectFull: Secondary School Students
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