The Impact of Self-Worth and Teacher-Student Relationship on

Students: A Comprehensive Review

Shuwen Xiao

College of Elementary Education, Capital Normal University, Beijing, 100000, China

Keywords: Self-Worth, Academic Performance, Teacher-Student Relationship.

Abstract: This paper conducts a comprehensive review of variables and connections related to students' performance in

connection with self-worth and teacher-student relationship within the educational setting. Findings from

different countries indicate that self-worth has a positive correlation with academic performance, yet this

relationship is intricate and influenced by multiple factors such as family, mindset, and culture. Besides,

teacher-student relationship influences academic achievements, coping strategies, and social-emotional

abilities through different mediating variables. Diverse measurement scales are employed across studies,

accompanied by limitations like regional and cultural biases. Nevertheless, existing research suffers from

constraints such as narrow geographical scopes and insufficient sample diversity. Research findings underline

the complexity of these interrelationships, and proposes that future research should adopt a multi-pronged

approach, conduct cross-cultural and longitudinal investigations, and explore the underlying mechanisms to

foster the development of educational interventions.

1 INTRODUCTION

In the educational realm, promoting the holistic

development of students has invariably been a key

objective. As a subjective cognition and feeling of

their own value, self-worth exerts a significant

influence on the growth and process of teenagers

(James, 1890). Teacher-student relationship, being

one of the most essential interpersonal connections

within the school context, holds a prominent role in

the development of students as well (Dewey, 1930).

Educators have long recognized the importance of

these factors. The notion of self-worth was initially

put forward by the psychologist William James in the

late 19th century. He proposed that self-worth was

connected to the perceived achievement in significant

aspects of life (James, 1890). Over time, the concept

of self-worth has evolved and become central to

various psychological theories, especially in the fields

of motivation and human development (Harter,

1999).

As for the concept of teacher-student

relationships, explored by various scholars over time,

was notably emphasized by John Dewey. Dewey

highlighted the importance of mutual respect and

cooperation in fostering supportive learning

environments (Dewey, 1930).

In today’s increasingly complex educational

environments, where student needs are diverse and

multifaceted, it has become even more crucial to

understand how the elements are interrelated

(Bronfenbrenner, 1979(. In practical situations, self-

worth can notably impact student’s motivation and

confidence in learning, thereby influencing their

academic performance (Harter, 1999). Similarly, a

strong teacher-student relationship can offer

emotional support and guidance, helping to bolster

both self-worth and academic success (Pianta, 1999).

2 RESEARCH OBJECTS

2.1 Self-Worth

Self-worth, which is characterized as the

comprehensive self-evaluation that an individual

holds with respect to themselves as a unique being

(Harter, 1985), is widely considered to be a

significant dimension in the realm of one's social and

cognitive evolution (Harter, 1999). It is a multi-

dimensional structure with a broad impact on one's

cognition, emotion, and behavior, being influenced

mainly by physical condition, family atmosphere,

past experience, academic achievement, and social

Xiao, S.

The Impact of Self-Worth and Teacher-Student Relationship on Students: A Comprehensive Review.

DOI: 10.5220/0014111800004942

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd International Conference on Applied Psychology and Marketing Management (APMM 2025), pages 245-250

ISBN: 978-989-758-791-7

245

expectations in the interpersonal environment. People

in different regions and cultures have different

definitions and understandings of self-worth, and

there are significant differences between China and

foreign countries. Based on the Chinese cultural

background, according to the definition of adolescent

students' sense of self-worth by Huang and Yang,

self-worth has a multi-level system (Huang & Yang,

1998).

2.2 Academic Performance

Academic Performance is a multi-dimensional

concept that combines numerous aspects such as

students’ knowledge acquisition, ability display, goal

achievement, and the impact on future development

during the learning process. It is an important

indicator for measuring students’ performance in the

academic field.

2.3 Student-Teacher Relationship

The teacher-student relationship plays a crucial role

in adolescents' development and mental health. This

bond, established through educational interactions,

encompasses their respective roles, positions, and

mutual attitudes. As a vital component of the school

environment, this relationship significantly impacts

student growth (Pianta, 1999).

3 THE RELATIONSHIP

BETWEEN SELF-WORTH AND

ACADEMIC PERFORMANCE

3.1 Academic Motivation

This part will cover several typical aspect that tightly

related to academic performance. The first one is

academic motivation.

Fahd. et al. did a survey to examine how self-

worth influenced the academic motivation of

university students. Samples are collected from the

group of college students in The Islamia University

of Bahawalpur in Pakistan through simple random

sampling, containing 129 undergraduate, graduate,

and master students from the university, involving 50

male students and 79 female students. Most

respondents completed the questionnaire in the

presence of the researcher. This sampling method is

relatively scientific as it ensures that every student

has an equal probability of being chosen, thereby

minimizing selection bias.

The study used developed self-worth contingency

scale (Crocker et al., 2003) which has 35 items to

measure seven aspects, including others' approval,

physical appearance, outperforming others in

competition, academic ability, family love and

support, being a moral person, and God's love.

Participants were required to rate each question of the

scale by using Likert scales ranging from 1 (“hardly

at all”) to 7 (“very much”). The Cronbach’s alpha was

0.86 for the analysis of reliability of this scale. As for

the student motivation scale (Martin, 2001), it is a

dichotomous scale consisting of 22 items, used to

measure the achievement motivation of university

students.

Fahd. et al. analyzed data by using reliability

analysis. Moreover, they conducted a correlation

analysis based on data results to figure out the further

relationship between self-worth and student

motivation. All these analyses were based on the total

score of self-worth without exploring the specific

relationships between each dimension and learning

motivation.

Finally, they concluded that self-worth has a

strong positive relationship with achievement

motivation and significantly influences academic

achievement. What’s more, the research revealed that

female students generally exhibit higher levels of

achievement motivation compared to their male

counterparts, while male students tend to perceive

themselves as having greater self-worth than female

students (Fahd et al., 2021). Nonetheless, this survey

still had some limitations since results are from only

a small number of college student groups might be

biased. Future research may organize experiment

involving more university students from different

countries and compare their answers, so as to get a

more general conclusion of their relationships.

3.2 Academic Achievement

Another type of academic performance will be

discussed is academic achievement, which drawn the

attention of Marques. et al.

In their study, 367 students from grade six

(accounting for 69.8%) and grade eight (30.2%) of

seven schools in northern Portugal were selected as

the research subjects (female 53%, male 47%). As for

the age, there were three tracing measurements in

total, conducted in 2006 (Time 1 with 367 students

aged 10 - 15), 2007 (Time 2 with 215 students aged

11 - 16), and 2008 (Time 3 with 202 students aged 12

- 16). Besides exploring the relationship between self-

worth and academic achievement, researchers

conducted a two-year follow-up questionnaire survey

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to explore whether the relationships among variables

would change over time and with the increase of age.

They used Self-Worth Scale (SWS) to estimate self-

worth of students. In the study, children were initially

asked to select which of two sentences better

described themselves, followed by rating each

statement (e.g., "some kids like who they are, but

others often wish they were someone else") on a four-

point scale, with 4 indicating high self-worth and 1

representing low self-worth. Their responses were

then used to compute individual item scores,

ultimately deriving a comprehensive self-worth

score. Across the three years of the follow-up survey,

the Cronbach's alpha values for this scale were

recorded as 0.77, 0.79, and 0.76.

They summed up the numerical values of each

subject scores (including Portuguese, English and

French languages, History, Geography, Mathematic,

Physics-Chemistry and Natural Sciences, Musical,

Physical, Visual and Technological Education) and

then divide the total by the number of subjects,

ranking from 1 to 5. 1 indicating the lowest

achievement and 5 representing the highest

achievement.

In their whole research, the self-worth scores were

combined with data from other measures such as

Children’s Hope Scale, Students’ Life Satisfaction

Scale, and Mental Health Inventory - 5. Statistical

analyses, including correlation and regression

analyses, were then performed to examine the

relationships between self-worth and other variables

in order to test hypotheses regarding the role of self-

worth.

In the correlation analysis, academic achievement

had a moderate correlation with self-worth. There is

a certain connection between the two, but it is not an

extremely strong deterministic relationship. Students

with higher academic achievement may tend to have

a relatively higher self-worth, and vice versa, but

there are other factors at play that affect this

relationship, such as family environment, school

environment, individual psychological condition, as

well as social and cultural factors like cultural values

and social expectation pressure.

The regression analysis revealed that self-worth

was not identified as a significant factor influencing

academic achievement. In contrast, other variables

showed more significant predictive effects on

academic achievement. This suggests that although

self-worth is related to academic achievement, it may

not be the primary or direct factor determining

academic performance. Researchers also found that

students with elevated hope scores tend to exhibit

greater self-worth and enhanced academic

achievement, which indicated the connection

between academic achievement and self-worth is part

of a complex network of variables, involving a series

of domino effect in other related variables (Marques

et al., 2011).

Due to the limitations of regional culture, among

numerous influencing factors and variables (hope, life

satisfaction, mental health), this literature did not take

cultural and contextual factors into account that

whether they might play a role in the relationship

between academic achievement and self-worth. The

study was carried out in a specific Portuguese context,

therefore, further research is needed to investigate

how cultural disparities impact this relationship in

various regions.

Nevertheless, in another research led by Iranian

scholars, by focusing on 15-16-year old male Iranian

students in the second grade of high school in

Shahriar City, it is found that contingencies of self-

worth significantly predict academic achievement.

According to studies mentioned above, there is an

obvious relationship between self-worth and

academic performance, and there are several

variables involved as well (Sepehrianazar et al.,

2018).

However, the scales used to measure self-worth

vary in different cultural regions, making it difficult

to reach a consensus. Moreover, the currently studied

areas are rather limited, mainly confined to Asia and

Europe. Therefore, it is recommended to conduct

cross-cultural research in the future to explore how

the relationship between self-worth and academic

achievement varies across different cultural

backgrounds, so as to provide more targeted

suggestions for educators and educational practice. In

addition, some studies found no direct link between

self-worth and academic performance. Future studies

should conduct further research on the specific

research mechanism between these two variables.

4 THE INFLUENCE OF

TEACHER-STUDENT

RELATIONSHIP ON STUDENTS

In recent educational research, the role of teacher-

student relationships on children has been significant

focused. Five studies have explored this relationship

from different perspectives, shedding light on how

these interactions influence different aspects of

children's growth.

Chamizo-Nieto et al. conducted a study to

investigate the connection between emotional

The Impact of Self-Worth and Teacher-Student Relationship on Students: A Comprehensive Review

247

intelligence, teacher-student relationships, and

flourishing in academic performance of adolescents.

The study involved a non-random convenience

sample of 283 adolescents aged 12 - 18 (49.8%

female), with an average age of 14.42. The majority

(93.2%) were Spanish from two public secondary

schools in Spain. Four measures were used, including

The Wong and Law Emotional Intelligence Scale

(WLEIS), the Flourishing Scale (FS), the Inventory

of Teacher - Student Relationships (ITSR) completed

by students and academic performance which was

evaluated by the average grades of four mandatory

subjects reported by students. All of them show good

reliability as well as internal consistency.

After preliminary analysis, the problem of

multicollinearity was insignificant. Model 7 of the

PROCESS macro (Hayes, 2017) was employed to

explore the moderating role of the teacher-student

relationship within the mediation model of

flourishing between emotional intelligence and

academic performance. The findings indicated

positive correlations between both emotional

intelligence and teacher-student relationship with

flourishing, but their interaction was negatively

related to it. It also discovered how changes in the

quality of the teacher - student relationship altered the

strength of influence of emotional intelligence on

flourishing. When the teacher-student relationship

was of lower quality, emotional intelligence had a

stronger predictive impact on flourishing, which in

turn affected academic performance. It means a

healthy teacher-student connection is especially

important for adolescents with low emotional

intelligence, as it can positively affect their well-

being and academic achievements (Chamizo-Nieto et

al., 2021).

Although the study ruled out false variable

associations caused by respondents' subjectivity, its

cross-sectional design can not track the long-term

impact of teacher-student relationship on student

growth. It also overlooked factors like peer

relationships and classroom dynamics. Peers can

influence students' attitudes, affecting the teacher-

student bond, and a competitive classroom may

impact it differently than a cooperative one.

In addition to this Spanish survey serving teacher-

student relationship as a moderator, other 4 studies

from China have explored the impact of the teacher-

student relationship as a major factor on students

through different mediating variables.

One survey conducted by Wang et al. examined

the chain mediating role of peer relationships and

psychological suzhi on the relationship between

teacher-student relationships and coping styles of

children. 688 children were selected, consisting of

236 fourth-graders, 221 fifth-graders, and 231 sixth-

graders. Students are asked to completed the

demographic information and 4 scales (Simplified

Coping Style Scale, Teacher–Student Relationship

Scale, Classmate Relationship Scale, The simplified

version of the Psychological Suzhi Scale).

The research had 3 conclusions. Firstly, teacher–

student relationship was found to predict children's

coping styles, with peer relationships and

psychological suzhi serving as mediators. Secondly,

teacher-student relationships were shown to have a

significant and positive effect on peer relationships as

well. What's more, peer relationships and

psychological suzhi played a chain mediating role in

linking teacher-student relationships with coping

styles (Wang et al., 2024).

In another similar study, it also concerning peer

relationships. Using longitudinal research methods,

the study analyzed the complex relationships and

predictive effects among teacher-student

relationships, peer relationships, and social-

emotional competence of primary school students at

different time points. The results showed that teacher-

student relationships have a bidirectional influence on

both peer relationships and social-emotional

competence. The teacher-student relationships have

distinct bidirectional predictive connection with

social-emotional competence of primary school

students, but the connection with peer relationships is

weaker，relatively complex and conditional.

Specifically, the 4th-grade teacher-student

relationship doesn't significantly predict 6th-grade

peer acceptance or rejection, but 4th-grade peer

acceptance positively predicts the 6th-grade teacher-

student relationship, while 4th-grade peer rejection

negatively predicts it (Deng et al., 2025).

Apart from the discoveries mentioned above,

teacher-student relationships also have a broad

impact on learning progress.

According to the research from Zhou et al., the

teacher-student relationship directly and positively

affects mathematical problem-solving ability. The

relationship can also indirectly affect it through self-

efficacy and math anxiety (Zhou et al., 2020).

Another group focused on academic self-efficacy

and executive function, indicating there is an

interaction between the teacher-student relationship

and executive function on academic self-efficacy. It

can be explained that a good relationship can enhance

the initial level of executive function on self-efficacy.

In primary school upper grades, the teacher-student

relationship quality declines in six months. But both

initial level and decline rate of teacher-student

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relationship positively predict academic self-efficacy.

According to the research, a better initial relationship

and slower decline lead to higher self-efficacy (Ai et

al., 2024).

In conclusion, all of those studies show the

importance of maintaining a good teacher-student

relationship on self-development, whether in emotion,

social connections or learning areas. The findings

offer valuable inspiration for teachers in fostering

better relationships with their students. Nevertheless,

considering the restricted geographical area and the

lack of diversity in the sample, the research outcomes

might differ across various cultures. Consequently,

further cross-cultural investigations are warranted to

validate and expand these findings. It is also

necessary to conduct research on students from

diverse countries and cultures to test the universality

of the research results.

5 CONCLUSION

Based on existing research, the relationship between

self-worth and academic performance as well as the

impact of teacher-student relationships on student

development, reveals the dynamic changes in

students' psychological and social behaviors within

the school environment. Studies show that self-worth,

as a core factor in students' psychological

development, is positively correlated with academic

performance. However, this relationship is not a

simple causal chain but rather a complex network

influenced by multiple factors including family

environment, psychological state, as well as cultural

background. The intricate interaction between these

factors highlights the need for a nurturing educational

environment that fosters both individual self-

perception and positive social dynamics. Meanwhile,

the teacher-student relationship holds a crucial

position in shaping emotional, social, and academic

outcomes of children. The quality of this relationship

not only affects students' immediate academic

performance but also has a crucial impact on their

long-term psychological and social development. Via

different mediating variables, it affects peer

relationships, coping styles, and students' academic

self-efficacy, indirectly influencing the overall

flourishing of students.

Future research and educational practices should

focus on the intricate interaction among these

elements. Research has consistently highlighted the

interconnection between self-worth and academic

performance, while also recognizing the far-reaching

impact of teacher-student relationships on student's

emotional and academic success. However, these

dynamics cannot be fully captured through student’s

self-reports alone, as such measures may be subject to

bias. A more robust research framework should

incorporate diverse data sources, such as teacher

evaluations, peer assessments, and direct classroom

observations, to offer a comprehensive and accurate

picture of these relationships.

Future studies should not only explore these

dynamics within different cultural contexts but also

investigate the underlying mechanisms that mediate

the relationship between self-worth, teacher-student

interactions, and academic outcomes. Variables like

teaching style, students' personality traits, family

socioeconomic status and etc., which are under-

researched, may impact the relationships. Cross-

cultural research will provide valuable insights into

how these factors might function differently in

diverse educational settings, thereby allowing for the

development of contextually relevant strategies that

optimize educational practices. Longitudinal studies

tracking these variables over time will also be

essential for understanding the long-term effects of

teacher-student relationships and self-worth on

student growth. Moreover, methodological rigor must

be maintained, ensuring appropriate sample

representativeness and the reliability of measurement

instruments. By embracing a multi-faceted approach

to data collection and expanding the scope of research,

researchers can acquire more detailed and reliable

data regarding the intricate relationships. With this

enhanced knowledge base, the educational

community is empowered to formulate more effective

and culturally attuned strategies and interventions

that are essential for nurturing the comprehensive

growth of students on a global scale.

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