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The relations between the student-teacher trust relationship and school success in the case of Korean middle schools

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This study examined relations between the student-teacher trust relationship and school success, including school adjustment, academic motivation and performance. Data were collected from 318 7th-grade Korean middle school students (170 males, 148 females). All intercorrelations were positively correlated and correlation coefficients were statistically significant (p < 0.01). Structural Equation Modeling (SEM) analysis revealed that the student-teacher trust relationship uniquely contributed to students' performance through school adjustment and academic motivation. This discussion examines theoretical, empirical and practical implications of the trust relationship as a key predictor of adolescents' school adjustment, academic motivation and performance.
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Keywords: SEM; School success; Student-teacher trust relationship

Document Type: Research Article

Affiliations: University of Washington, USA

Publication date: June 1, 2007

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