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

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.