Investigating the Role of Teacher–Student Relationship Quality in Predicting Students’ Academic Motivation, Self-Esteem, and Cognitive Engagement
Keywords:
Teacher–student relationship, academic motivation, self-esteem, cognitive engagement, qualitative research, Tehran studentsAbstract
This study aimed to explain the role of teacher–student relationship quality in shaping students’ academic motivation, self-esteem, and cognitive engagement among secondary school students in Tehran. A qualitative research design using thematic analysis was employed. The participants consisted of 24 secondary school students from Tehran, selected through purposive sampling with maximum variation in gender, grade level, school type, and perceived experiences of teacher–student relationships. Data were collected exclusively through semi-structured interviews. Sampling continued until theoretical saturation was achieved; initial saturation occurred at the twenty-first interview and was confirmed through three additional interviews. All interviews were audio-recorded with informed consent, transcribed verbatim, and analyzed using NVivo software. To enhance trustworthiness, member checking, peer review, repeated coding, analytic memo writing, and audit trail documentation were used. Data analysis led to the identification of five main categories: “emotional safety and being seen,” “motivational support and internalization of learning value,” “enhancement of self-esteem through respect and constructive feedback,” “activation of cognitive engagement through instructional dialogue and intellectual challenge,” and “relational harm and academic withdrawal.” The findings indicated that students who experienced respectful, fair, responsive, and supportive relationships with teachers reported more stable academic motivation, stronger academic self-worth, and deeper cognitive involvement in learning. Conversely, humiliation, comparison, neglect, and cold teacher behavior were associated with motivational decline, self-doubt, and avoidance of classroom participation. Teacher–student relationship quality is not merely an emotional or peripheral classroom factor; rather, it functions as a psychological and instructional context that can direct students’ motivational, self-evaluative, and cognitive engagement pathways. The findings highlight the necessity of strengthening teachers’ relational competencies, supportive feedback practices, and classroom communication skills in teacher professional development programs.
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