Students’ self-regulation and achievement in basic reading and math skills: the role of student–teacher relationships in middle childhood

In this study, we explored both direct and indirect contributions of students’ perceptions of the student–teacher relationship quality (i.e., closeness and conflict) to domains of self-regulation (i.e., task-orientation and metacognition) and basic reading and math skills (i.e., timed word reading and math performance) in middle childhood. Participants were 370 third-to-fifth graders from different regular elementary classrooms across the...