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<p>Academic achievement is embedded in multiple interpersonal relationship systems across children’s and adolescents’ development. Although prior studies have linked interpersonal relationships to academic achievement, few meta-analyses have examined parent–child, teacher–student, and peer relationships simultaneously within a joint social ecology framework. Using a three-level meta-analytic approach, this study examined positive and negative parent–child, teacher–student, and peer relationships in relation to academic achievement, their relative importance, and key moderators. A systematic search identified 169 studies, comprising 208 samples, 264 effect sizes, and 1,053,418 children and adolescents. Three-level random-effects models showed that positive parent–child (<i>r</i> = .19), teacher–student (<i>r</i> = .20), and peer relationships (<i>r</i> = .25) were all significantly and positively associated with academic achievement, whereas negative parent–child (<i>r</i> = − .17), teacher–student (<i>r</i> = − .11), and peer relationships (<i>r</i> = − .28) were significantly and negatively associated with academic achievement. Dimension-level analyses further suggested that parent attachment and peer acceptance were more strongly associated with academic achievement than other dimensions within their respective domains. Relative weight analyses further indicated that peer relationships accounted for the largest proportion of explained variance in both the positive (51.70%) and negative (74.30%) models. Moderator analyses further showed that these associations varied across demographic, cultural, and methodological conditions, particularly age, educational stage, individualistic orientation, and communicative context—that is, whether communication tends to rely more on explicit verbal expression or implicit contextual understanding. Overall, this study advances the field beyond asking whether interpersonal relationships matter to clarifying their relative salience and the developmental and cultural conditions under which they are more strongly associated with academic achievement.</p>

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Association Between Interpersonal Relationships and Academic Achievement: A Multilevel Meta-Analysis

  • 期刊论文

  • 发表日期：

    2026年5月26日

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  • Yuting Ding,
  • Tong Zhou,
  • Xi Li,
  • Ruize Yu,
  • Ning Chen

摘要

Academic achievement is embedded in multiple interpersonal relationship systems across children’s and adolescents’ development. Although prior studies have linked interpersonal relationships to academic achievement, few meta-analyses have examined parent–child, teacher–student, and peer relationships simultaneously within a joint social ecology framework. Using a three-level meta-analytic approach, this study examined positive and negative parent–child, teacher–student, and peer relationships in relation to academic achievement, their relative importance, and key moderators. A systematic search identified 169 studies, comprising 208 samples, 264 effect sizes, and 1,053,418 children and adolescents. Three-level random-effects models showed that positive parent–child (r = .19), teacher–student (r = .20), and peer relationships (r = .25) were all significantly and positively associated with academic achievement, whereas negative parent–child (r = − .17), teacher–student (r = − .11), and peer relationships (r = − .28) were significantly and negatively associated with academic achievement. Dimension-level analyses further suggested that parent attachment and peer acceptance were more strongly associated with academic achievement than other dimensions within their respective domains. Relative weight analyses further indicated that peer relationships accounted for the largest proportion of explained variance in both the positive (51.70%) and negative (74.30%) models. Moderator analyses further showed that these associations varied across demographic, cultural, and methodological conditions, particularly age, educational stage, individualistic orientation, and communicative context—that is, whether communication tends to rely more on explicit verbal expression or implicit contextual understanding. Overall, this study advances the field beyond asking whether interpersonal relationships matter to clarifying their relative salience and the developmental and cultural conditions under which they are more strongly associated with academic achievement.