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- Vol 5 RE: Chapter 11
teacher–student relationshipsmotivational contextsemotional safetybelongingsocial supportgoal internalisationteacher expectationsstudent perspectivesBook chapter Evidence summaryAt a glance
Wentzel reviews teacher–student relationships as motivational and developmental contexts rather than additions to instruction. Across attachment, self-determination, social-support, and socialisation perspectives, effective relationships provide emotional safety, trust, belonging, instrumental help, clear communication, and demanding expectations.
Key ideas
These provisions can support students’ well-being and sense of self, internalisation of academic and social goals, engagement, interest, competence, and productive behaviour. The chapter broadens attention beyond affective closeness: teachers also communicate norms, model values, organise participation, and create an ethos of care and community. Associations between perceived support and outcomes are substantial across the reviewed literature, but do not prove that one relational behaviour causes achievement, and relationship meanings vary with age, culture, student characteristics, and context. For educators, caring and high expectations should be enacted through reliable, equitable practices—knowing students, listening, responding to help seeking, explaining decisions, offering useful assistance, and maintaining respectful standards.
Why it matters
Evaluation should examine multiple relationship provisions and student perspectives, while recognising reciprocal influence: student behaviour shapes teacher responses as teacher behaviour shapes motivation.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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