Effect of Teacher-Student Relationship and Emotional Intelligence on Mathematics Performance: A Meta-Analysis
Article Sidebar
Main Article Content
Abstract
The purpose of this meta-analysis was to investigate the influence of teacher-student relationship (TSR) and emotional intelligence (EI) on students’ mathematics performance, focusing on elementary, secondary, and university populations. Employing a meta-analytic design, the study synthesized findings from 31 peer-reviewed quantitative studies published between 2017 and 2025, rigorously selected based on predefined eligibility criteria and coded using standardized procedures. The study analysis was performed using JASP software. A random-effects model was applied to compute pooled effect sizes and assess heterogeneity using Q and I² statistics. The results indicated a small, positive but statistically non-significant effect of TSR on mathematics performance (g = 0.194, p = 0.078), with extreme heterogeneity (I² = 100%). In contrast, EI demonstrated a moderate, statistically significant effect (g = 0.418, p < 0.01), also marked by high heterogeneity (I² = 97.80%). Publication bias was ruled out via Rosenthal’s fail-safe N, which exceeded critical thresholds in both models. While the overall effect of TSR on math achievement was small and statistically inconclusive (g = 0.194, p = 0.078), it nonetheless underscores the potential influence of positive relational dynamics in educational settings. Conversely, EI emerged as a moderately strong and statistically significant predictor (g = 0.418, p < 0.01), highlighting the critical role of emotional competencies in academic success. This study is among the first to quantitatively synthesize the dual impact of relational and emotional variables on mathematics performance, offering novel insights for educational psychology and informing future interventions targeting socio-emotional learning in mathematics education.
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
References
Abrahamson, D., Nathan, M. J., Williams-Pierce, C., Walkington, C., Ottmar, E. R., Soto, H., & Alibali, M. W. (2020). The Future of Embodied Design for Mathematics Teaching and Learning. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00147 DOI: https://doi.org/10.3389/feduc.2020.00147
Akaneme, I. N., & Metu, C. A. (2024). Predicting Mathematics Achievement: The Role of Emotional Intelligence and the Academic Self-Concept. Futurity of Social Sciences, 2(3), 64–77. https://doi.org/10.57125/FS.2024.09.20.04 DOI: https://doi.org/10.57125/FS.2024.09.20.04
Appiah, J. B., Arthur, Y. D., Boateng, F. O., & Akweittey, E. (2023). Teacher-student relationship and students’ mathematics achievement: Mediating roles of students’ perception of mathematics, students’ self-efficacy, and cooperative learning strategies. Journal of Mathematics and Science Teacher, 3(2), em041. https://doi.org/10.29333/mathsciteacher/1319 DOI: https://doi.org/10.29333/mathsciteacher/13193
Appiah, J. B., Korkor, S., Arthur, Y. D., & Obeng, B. A. (2022). Mathematics achievement in high schools, the role of the teacher-student relationship, students’ self-efficacy, and students’ perception of mathematics. International Electronic Journal of Mathematics Education, 17(3), em0688. https://doi.org/10.29333/iejme/12056 DOI: https://doi.org/10.29333/iejme/12056
Ariati, C., Juandi, D., & Anzani, V. (2022). How do emotional intelligence and self-efficacy predict the mathematics learning achievement of students during the pandemic ? AIP Conference Proceedings, 2468, 070042. https://doi.org/10.1063/5.0102780 DOI: https://doi.org/10.1063/5.0102780
Asare, B. (2024). Moderating effect of teacher–student relationship and mediating role of self-efficacy on the relationship between peer-assisted learning and mathematics performance. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1450499 DOI: https://doi.org/10.3389/feduc.2024.1450499
Asare, B., & Larbi, E. (2025). Nexus between emotional intelligence and mathematics performance: the role of metacognitive awareness. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2450117 DOI: https://doi.org/10.1080/2331186X.2025.2450117
Beasley, S. T., & McClain, S. (2020). Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement. Journal of Black Psychology, 47(2-3), 118-150. https://doi.org/10.1177/0095798420979794 DOI: https://doi.org/10.1177/0095798420979794
Byiringiro, E. (2024). Influence of Teacher-Student Relationship on Student Mathematics Achievement in High School in the USA: Mediating Roles of Students’ Perceptions of Mathematics. European Journal of Theoretical and Applied Sciences, 2(1), 375-383. https://doi.org/10.59324/ejtas.2024.2(1).32 DOI: https://doi.org/10.59324/ejtas.2024.2(1).32
Chamizo-Nieto, M. T., Arrivillaga, C., Rey, L., & Extremera, N. (2021). The Role of Emotional Intelligence, the Teacher-Student Rela-tionship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study. Frontiers in psychology, 12, 695067. https://doi.org/10.3389/fpsyg.2021.695067 DOI: https://doi.org/10.3389/fpsyg.2021.695067
Drigas, A., Papoutsi, C., & Skianis, C. (2021). Metacognitive and Metaemotional Training Strategies through the Nine-layer Pyramid Model of Emotional Intelligence. International Journal of Recent Contributions from Engineering, Science & IT, 9(4), 58-76. https://doi.org/10.3991/ijes.v9i4.26189 DOI: https://doi.org/10.3991/ijes.v9i4.26189
Emelda, S., Mubemba, B. N., & Chanda, T. C. (2024). Factors Contributing to Poor Performance of Learners in Mathematics at Primary Level: A Case of Selected Schools in Chirundu District of Lusaka Province, Zambia. International Journal of Research, 11(9), 93-109. DOI: 10.5281/ZENODO.13760260
Gkintoni, E., Dimakos, I., & Nikolaou, G. (2025). Cognitive Insights from Emotional Intelligence: A Systematic Review of EI Models in Educational Achievement. Emerging Science Journal, 8, 262–297. https://doi.org/10.28991/ESJ-2024-SIED1-016 DOI: https://doi.org/10.28991/ESJ-2024-SIED1-016
Guo, W., Wang, J., Li, N., & Wang, L. (2025). The impact of teacher emotional support on learning engagement among college students mediated by academic self-efficacy and academic resilience. Scientific Reports, 15, 3670. https://doi.org/10.1038/s41598-025-88187-x DOI: https://doi.org/10.1038/s41598-025-88187-x
Hanifah, N., & Gunawan, R. (2023). Pengaruh Kecerdasan Emosional terhadap Prestasi Belajar Matematika Peserta Didik Kelas V SDN Rambutan 03 Pagi. EDUKASIA Jurnal Pendidikan Dan Pembelajaran, 4(2), 1895-1902. https://doi.org/10.62775/edukasia.v4i2.519 DOI: https://doi.org/10.62775/edukasia.v4i2.519
Hussain, T., Batool, T., & Naz, A. (2024). The Role of Teacher Immediacy and Teacher-Student Rapport in Shaping Academic Motivation: Evidence from Prospective Teachers in Pakistan. Journal of Development and Social Sciences, 5(4), 277-287. https://ojs.jdss.org.pk/journal/article/view/1245/1165
Kelcey, B., Hill, H. C., & Chin, M. J. (2019). Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis. School Effectiveness and School Improvement, 30(4), 398–431. https://doi.org/10.1080/09243453.2019.1570944 DOI: https://doi.org/10.1080/09243453.2019.1570944
Lu, H., & Zhao, Y. (2024). Whether and how adolescents’ perceived teacher-student relationship counts for their math achievement? Education and Lifelong Development Research, 2(2), 52–62. https://elder.yandypress.com/index.php/3006-9599/article/view/53
Lynch, K., Gonzalez, K., Hill, H., & Merritt, R. (2025). A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement. AERA Open, 11. https://doi.org/10.1177/23328584251335302 DOI: https://doi.org/10.1177/23328584251335302
Ma, L., Du, X., Hau, K. T., & Liu, J. (2017). The association between teacher-student relationship and academic achievement in the Chinese EFL context: a serial multiple mediation model. Educational Psychology, 38(5), 687–707. https://doi.org/10.1080/01443410.2017.1412400 DOI: https://doi.org/10.1080/01443410.2017.1412400
Ma, L., Liu, J., & Li, B. (2022). The association between teacher-student relationship and academic achievement: The moderating effect of parental involvement. Psychology in the Schools, 59(2), 281–296. https://doi.org/10.1002/pits.22608 DOI: https://doi.org/10.1002/pits.22608
Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The Role of Mathematics in interdisciplinary STEM education. ZDM Mathematics Education 51, 869-884. https://doi.org/10.1007/s11858-019-01100-5 DOI: https://doi.org/10.1007/s11858-019-01100-5
Maghbouli, M., & Moradi, F. (2021). The relation between emotional intelligence (EQ) and mathematics performance: a DEA-based approach. Journal of Applied Research on Industrial Engineering, 8(Special Issue), 1-14. DOI: 10.22105/jarie.2021.274321.1258
Nur, A. H., Angriani, A. D., Latuconsina, N., Rasyid, M. R., Tarbiyah, F., & Makassar, U. I. N. A. (2023). Meta Analysis: The Effect of Emotional Qoutient (EQ) on Students’ Mathematics Learning Outcomes”. Alauddin Journal of Mathematics Education 5(2), 149-59. https://doi.org/10.24252/ajme.v5i2.37984. DOI: https://doi.org/10.24252/ajme.v5i2.37984
Nurfitriyanti, M., & Rusmana, I. M. (2020). Emotional Intelligence and Positive Thinking in Mathematics Learning Achievement. In Proceedings of the SEMANTIK Conference of Mathematics Education (SEMANTIK 2019) (pp. 94-98). Atlantis Press. DOI: 10.2991/assehr.k.200827.124 DOI: https://doi.org/10.2991/assehr.k.200827.124
Prafitriyani, S., Magfirah, I., Amir, N. F., Irmawati, A., & Umanailo, M. C. B. (2019). Influence Of Emotional Intelligence On Mathematics Learning Outcomes Of Class VII Middle School 9 Buru Students. International journal of scientific & technology research, 8(10), 1490-1494. https://www.ijstr.org/final-print/oct2019/Influence-Of-Emotional-Intelligence-On-Mathematics-Learning-Outcomes-Of-Class-Vii-Middle-School-9-Buru-Students.pdf
Ramadhani, D. I., & Putranto, S. (2022). Is There A Relationship Between Emotional Intelligence and Students’ Mathematics Learning Outcomes ? Jurnal Pengembangan Pembelajaran Matematika, 4(2), 144-155. DOI:10.14421/jppm.2022.42.144-155 DOI: https://doi.org/10.14421/jppm.2022.42.144-155
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework. Educational Psychologist, 53(3), 145–164. https://doi.org/10.1080/00461520.2018.1447384 DOI: https://doi.org/10.1080/00461520.2018.1447384
Ren, R., Chen, W., & Zhao, S. (2025). The indirect effects of school bullying on mathematics achievement: the mediating roles of teach-er-student relationships, sense of belonging and differences between genders. BMC Public Health 25, 113. https://doi.org/10.1186/s12889-025-21307-4 DOI: https://doi.org/10.1186/s12889-025-21307-4
Setyawan, A. A., & Simbolon, D. (2018). Pengaruh kecerdasan emosional terhadap hasil belajar matematika siswa smk kansai pekanbaru. Jurnal Penelitian dan Pembelajaran Matematika, 11(1), 11-18. https://jurnal.untirta.ac.id/index.php/JPPM/article/view/2980/2311 DOI: https://doi.org/10.30870/jppm.v11i1.2980
Siagian, M. D., Suwanto, S., & Siregar, R. (2021). The relationship of students’ prior knowledge and emotional intelligence to mathematical connection ability. Jurnal Riset Pendidikan Matematika, 8(1), 61-72. https://doi.org/10.21831/jrpm.v8i1.39182 DOI: https://doi.org/10.21831/jrpm.v8i1.39182
Ugwuanyi, C. S., Okeke, C. I., & Asomugha, C. G. (2020). Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy. Cypriot Journal of Educational Sciences, 15(3), 492-501. https://doi.org/10.18844/cjes.v15i3.4916 DOI: https://doi.org/10.18844/cjes.v15i3.4916
Warsi, M. Z., Waskitoningtyas, R. S., & Ismiyati, N. (2022). Hubungan Self-Efficacy Dan Emotional Intelligence Dengan Prestasi Belajar Matematika Siswa Sma Negeri 6. EMTEKA: Jurnal Pendidikan Matematika, 3(2), 147-156. https://doi.org/10.24127/emteka.v3i2.1897 DOI: https://doi.org/10.24127/emteka.v3i2.1897
Winarso, W., & Supriady, D. (2016). Assessing Learning Achievement through Strengthening Self-Regulated Learning and Student Emotional Intelligence on Mathematics Learning. Jurnal Didaktik Matematika, 3(2), 54-66.
Xu, Z., & Qi, C. (2019). The Relationship between Teacher-Student Relationship and Academic Achievement: The Mediating Role of Self-Efficacy. EURASIA Journal of Mathematics, Science and Technology Education, 15, em1758. https://doi.org/10.29333/ejmste/105610 DOI: https://doi.org/10.29333/ejmste/105610
Xuan, X., Xue, Y., Zhang, C., Luo, Y., Jiang, W., Qi, M., & Wang, Y. (2019). Relationship among school socioeconomic status, teach-er-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model. PLoS ONE, 14(3), Article e0213783. https://doi.org/10.1371/journal.pone.0213783 DOI: https://doi.org/10.1371/journal.pone.0213783
Zhiying, Z., Yehui, W., Changhong, D., Faming, W., & Zhaoxi, Y. (2024). Teacher-Student Relationship and Mathematics Achievement: A Chain Mediating Model of Behavioral Engagement and Social Emotional Competency. Journal of Psychological Science, 47(1), 97-104 https://doi.org/10.16719/j.cnki.1671-6981.20240112