Influence of Teacher and Student Relationship on the Academic Motivation in the Presence of Academic Emotions

Abstract

This study investigated the influence of teacher & student relationship on Pakistani high students’ academic motivation for the science and arts subject and the complementary mediation functions of academic emotions that are both positive and negative on these. Because teacher & student interaction, as an important constituent of the classroom-interface, has been shown to be critical in improving academic motivation of students. The contestants of this study were 412 Pakistani high school students that are available conveniently. This study used many self-reported questionnaires to examine academic emotions, academic motivation, and teacher student relationships. Data were analyzed using structural equation models, which also looked into the direct and indirect effects of the interaction between teachers and students on Pakistani high-school students' academic motivation for the arts and sciences subjects. Hence, the findings of this study suggested that teacher & student relationship had a substantial, positive, & direct influence on Pakistani high-school students’ academic motivation for the science and arts subject. Furthermore, the association between these two variables was also mediated by concurrent good and negative academic emotions. Hence, it can be recommended that to improve generalization, the survey's sample size and regional reach should be expanded in the further study. And more varied data collection methods should be explored in order to increase the impartiality of data resources.