The Impact of Teacher-Student Relationships on High School Students’ Learning Engagement

Abstract

As a core form of interpersonal interaction in the high school education context, the relationship between teachers and students has received widespread attention from the education community regarding its impact on students’ learning engagement. However, current research still has deficiencies in terms of the adaptability to the academic stage of general high school students, the depth of dimensional associations, and the system aticity of the mechanism of action. Conducting targeted research holds significant theoretical and practical value. This paper focuses on the intrinsic connection between the threedimensional structure of the teacher-student relationship, “emotional, interactive, and cognitive” and the threedimensional model of high school students’ learning engagement, “cognitive, emotional, and behavioral”. Research has found that teacher-student intimacy and attachment are significantly positively correlated with learning engagement. Avoidance is the main risk factor, and the impact of different dimensions of teacher-student relationships on learning engagement has differentiated characteristics. Based on this, this paper proposes suggestions from three levels--teachers, schools, and educational management--to optimize teacher-student interaction strategies, build support systems, and improve the supply of policy resources, providing theoretical reference and practical guidance for enhancing high school students’ learning engagement.