Longitudinal Effects of Teacher-Student Developmental Relationships on Academic Motivation: The Mediating Role of Students’ Social and Emotional Competencies

This exploratory longitudinal study investigated the effects of middle school students’ developmental relationships (DRs) with their teachers on academic motivation and the mediating role of students' social and emotional competencies (SECs). Findings from 2,522 students demonstrated increases in DRs are associated with higher academic motivation through SECs (P < 0.0001).