Abstract
Objective
This study has examined the indirect role of perceived teaching quality in the relationship between TSRs and academic grades, further considered the moderating effects of students' mental health symptoms.
Methods
Utilizing Structural Equation Modelling, this study collected academic grades at three distinct time points to examine the associations among Teacher-Student Relationships, perceived teaching quality, and mental health symptoms with academic grades.
Results
The findings reveal that perceived teaching quality plays a statistically significant indirect role in the relationship between Teacher-Student Relationships and student academic grades. Additionally, the size of this indirect effect is moderated by students' mental health symptoms.
Conclusion
While Teacher-Student Relationships may not be directly associated with students' academic grades, they are significantly linked to perceived teaching quality, which in turn is closely related to academic grades. The extent of this indirect effect is moderated by students' mental health symptoms, suggesting that the relationship between perceived teaching quality and academic grades is influenced by students' mental health status. These findings empirically indicate that Teacher-Student Relationships are important for both teaching and learning activities, underscoring their essential role in improving educational outcomes.