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<p>Faculty-student relationships (FSRs) are broadly recognized as meaningful predictors of students’ success in higher education as evidenced by various theoretical models. Strong FSRs meet basic psychological needs (autonomy, competence, relatedness), provide emotional support, support identity development, and help students engage with their campus community. Although prior syntheses have focused on teacher-student relationships in K–12 (primary and secondary) settings, less is known about the importance of FSRs in higher education. This meta-analysis integrated 128 effect sizes drawn from 36 studies to explore the associations between FSRs and several measures of academic outcomes: students’ achievement (grade point average [GPA] and grades) and persistence. Results showed a significant overall positive correlation between FSRs and students’ academic outcomes (<i>r</i> = .18), with the strongest correlation for persistence (<i>r</i> = .33). Moreover, effects based on FSR measures including a dimension of care had higher correlations with students’ GPA. These results highlight the important role of supportive and responsive FSRs in fostering achievement and persistence. We discuss implications for educational practice (such as professional development for faculty members) and future research (such as a more expansive set of outcomes or mediators).</p>

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The Caring Professor: A Meta-Analysis of Associations between Faculty-Student Relationships and Postsecondary Student Success

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月19日

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  • Zohreh Fathi,
  • Pedram Zarei,
  • Carlton J. Fong,
  • Arnob K. Saha,
  • Sanzida Sharmeen

摘要

Faculty-student relationships (FSRs) are broadly recognized as meaningful predictors of students’ success in higher education as evidenced by various theoretical models. Strong FSRs meet basic psychological needs (autonomy, competence, relatedness), provide emotional support, support identity development, and help students engage with their campus community. Although prior syntheses have focused on teacher-student relationships in K–12 (primary and secondary) settings, less is known about the importance of FSRs in higher education. This meta-analysis integrated 128 effect sizes drawn from 36 studies to explore the associations between FSRs and several measures of academic outcomes: students’ achievement (grade point average [GPA] and grades) and persistence. Results showed a significant overall positive correlation between FSRs and students’ academic outcomes (r = .18), with the strongest correlation for persistence (r = .33). Moreover, effects based on FSR measures including a dimension of care had higher correlations with students’ GPA. These results highlight the important role of supportive and responsive FSRs in fostering achievement and persistence. We discuss implications for educational practice (such as professional development for faculty members) and future research (such as a more expansive set of outcomes or mediators).