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Teacher-Student Relationships and Their Impact on Motivation and Self-Efficacy

Teacher-Student Relationships and Their Impact on Motivation and Self-Efficacy: A Pathway to Sustainable Learning

In the fields of psychology and education, considerable attention has focused on identifying the factors that promote students’ academic motivation and overall development. Research shows that the teacher-student relationship can be just as influential as the teaching methods or the curriculum itself. A recent study entitled “Teacher-student relationships as a pathway to sustainable learning: Psychological insights on motivation and self-efficacy” delves into how supportive, empathetic, and trust-based teacher-student relationships boost not only motivation but also students’ self-efficacy [oai_citation:0‡motivation-self-efficacy.pdf](file-service://file-7qowCtx4oA4gUGfnbNUM9g). These findings have important implications for designing educational interventions that are more human-centered and responsive to each student’s needs.


1. The Importance of Developmental Relationships in Education

The concept of developmental relationships refers to a model in which teachers go beyond merely transmitting content, instead acting as guides who support students holistically. This kind of relationship features:

  • Empathy and ongoing support: Interactions involve not only academic content but also emotional and personal aspects. When students feel heard and understood, they gain confidence and reduce anxiety in challenging academic situations.
  • Two-way communication: The communication process is not limited to instructions and assignments. Teachers allocate time for feedback, and students feel comfortable sharing concerns or suggestions for improving class dynamics.
  • Climate of respect and trust: Mutual respect fosters greater student participation, as they feel free to express their opinions. This supportive environment increases motivation; a positive, safe classroom encourages risk-taking and growth.
  • According to the study, when teacher-student relationships are built upon these principles, learners display higher levels of engagement and motivation. Additionally, these supportive bonds often enhance responsibility and self-regulation, essential components of sustainable learning [oai_citation:1‡motivation-self-efficacy.pdf](file-service://file-7qowCtx4oA4gUGfnbNUM9g).


    2. Academic Motivation: Internal and External Drivers

    Academic motivation can be defined as the internal or external force prompting a student to engage with learning tasks, persevere through difficulties, and strive to reach their goals. Two primary types are often discussed:

    • Intrinsic motivation: Arises when students find enjoyment and personal satisfaction in the learning process itself. This is enhanced when the subject matter aligns with their personal interests, curiosity, or developmental goals.
    • Extrinsic motivation: Comes from external factors such as grades, rewards, social recognition, or family expectations. While it can be effective in the short term, it usually requires consistent reinforcement.

    The study highlights that in practice, both forms of motivation coexist and can reinforce one another. A student with high intrinsic motivation who also sees future career opportunities in a particular course may be doubly motivated. Similarly, teachers who connect academic content to practical, real-life uses increase motivation by showing students the clear value of their current efforts [oai_citation:2‡motivation-self-efficacy.pdf](file-service://file-7qowCtx4oA4gUGfnbNUM9g).


    3. Self-Efficacy and Its Influence on Academic Performance

    Self-efficacy refers to an individual’s belief in their own capacity to successfully complete a specific task. Numerous studies in educational psychology note that self-efficacy influences how students tackle challenges, plan their study strategies, manage anxiety, and bounce back from setbacks. In particular:

  • Information processing and persistence: A student who trusts in their capabilities invests more time and effort to understand the material, displays an active and creative approach to problem-solving, and analyzes learning tasks more deeply.
  • Emotion regulation: Self-confidence moderates academic stress. Students with high self-efficacy generally handle anxiety in more constructive ways and feel encouraged to seek help when needed.
  • Positive or negative reinforcement: Repeated success in tasks perceived as demanding reinforces the student’s belief in their abilities. In contrast, multiple negative outcomes without adequate guidance or feedback may lower self-efficacy and lead to discouragement.
  • Within the framework of developmental relationships, teachers can provide constructive feedback and encourage a growth mindset, which strengthens students’ self-efficacy. This is critical, because it not only enables better learning outcomes but also equips students with strategies to cope with complex situations, both academically and beyond [oai_citation:3‡motivation-self-efficacy.pdf](file-service://file-7qowCtx4oA4gUGfnbNUM9g).


    4. Instructional Support: A Key Resource for Effective Teaching

    Instructional support encompasses all actions a teacher takes to help students understand concepts and acquire essential skills. It includes the clarity of explanations, the organization of content, and the tailoring of strategies for different learning styles. Notable elements mentioned in the study include:

    • Clarity and structure: Outlining lesson objectives or topic goals, presenting concrete examples, and assigning tasks with increasing complexity prevent confusion and give students a more structured view of the learning process.
    • Formative feedback: Beyond simply correcting mistakes, teachers must suggest improvement strategies, highlight students’ achievements, and encourage reflection on their own performance.
    • Active methodologies: Collaborative group work, problem-solving based on real scenarios, and classroom debates are a few approaches that bolster motivation. They also encourage participation and critical thinking.

    When teachers take on the role of a mentor and facilitator—rather than a mere transmitter of information—student involvement and autonomy flourish. In this way, high-quality instructional support becomes a catalyst for motivation while reinforcing bonds of trust between teachers and students [oai_citation:4‡motivation-self-efficacy.pdf](file-service://file-7qowCtx4oA4gUGfnbNUM9g).


    5. Connecting Instrumental Value to Sustained Motivation

    Another key finding from the study is the significance of the instrumental value that students assign to a course. When they perceive that what they learn will be relevant to their professional or personal lives, their desire to move forward grows. This perception can be strengthened if teachers illustrate clear examples of how coursework is practically applied:

    • Real-world projects: Analyzing practical case studies or local/global issues helps students internalize the practical benefits of what they study.
    • Alumni experiences: Inviting former students to discuss how a particular subject proved useful in their professional paths provides current students with a clearer view of their own future potential and possible success stories.
    • Medium- and long-term objectives: Setting concrete goals—like improving proficiency in a second language or applying specific techniques in a future project—encourages learners to plan ahead and invest consistently in their education.

    From this perspective, although teacher-student relationships and instructional support can spark motivation, students’ understanding of the why and what for of their academic efforts amplifies and sustains that motivation [oai_citation:5‡motivation-self-efficacy.pdf](file-service://file-7qowCtx4oA4gUGfnbNUM9g).


    6. Practical Implications for Educational Practice

  • Institutional policies centered on students as individuals:Professional development programs for teachers should include modules on socio-emotional training, communication skills, and empathetic approaches. This ensures that academic staff have the resources to foster empathetic, close relationships that cater to individual differences.
  • Promoting collaboration and mentoring:Facilitating teacher collaboration spaces—where resources and best practices are shared—enriches pedagogical development. Peer-mentoring initiatives allow experienced educators to guide others, particularly in deploying active learning methods. Likewise, students can benefit from peer-to-peer tutoring programs involving senior classmates.
  • Flexible and relevant curriculum design:Including projects and tasks that mirror real-world issues gives meaning to academic content. Emphasizing practical relevance not only drives motivation but also prepares students to be conscientious citizens and effective professionals.
  • Formative and personalized assessments:Using assessment methods that provide continuous feedback—focused not just on final grades but on the learning process—reinforces self-efficacy and encourages students to persevere in difficult contexts. This feedback culture promotes reflection and growth.

  • Reflections and Future Directions

    Evidence from this research highlights the strong interdependence between developmental relationships in the classroom, instructional support, motivation, and students’ self-efficacy. In a rapidly changing educational landscape, it is essential for institutions and teachers to reconsider their practices in order to position the student at the heart of the learning process. By nurturing an environment of trust and respect, while offering robust academic support, learning becomes more meaningful and long-lasting.

    Moreover, this approach helps each individual develop a broader awareness of their own potential, fostering resilience that extends beyond the classroom. The combination of innovative teaching methods, emotional support, and concrete examples of a subject’s real-world benefits (instrumental value) equips students with competencies crucial for both academic and professional settings.

    Looking ahead, the study suggests the following lines of inquiry:

    • Longitudinal research: To examine how motivation and self-efficacy evolve over time as teacher-student relationships progress and solidify.
    • Exploring cultural and contextual diversity: Investigating various cultures and educational settings—rural, urban, differing socioeconomic levels—to understand how these relationships are formed and how they function differently.
    • Identifying additional facilitators: Technologies, gamification, and external mentorship initiatives could offer new angles on how motivation and student growth are shaped.

    In conclusion, nurturing positive, strong teacher-student relationships emerges as a powerful catalyst for sustainable learning and emotional well-being. As this research suggests, coupling these supportive relationships with high-caliber instructional practices and demonstrating the practical relevance of coursework offers the strongest foundation for a learning environment that transcends academic theory and truly meets the aspirations and challenges of contemporary society.

    Article based on the study “Teacher-student relationships as a pathway to sustainable learning: Psychological insights on motivation and self-efficacy” [oai_citation:6‡motivation-self-efficacy.pdf](file-service://file-7qowCtx4oA4gUGfnbNUM9g).

    Author: Psychologist Ignacio Calvo