Don’t forget student-teacher dependency! A Meta-analysis on associations with students’ school adjustment and the moderating role of student and teacher characteristics

A meta-analytic approach was used to examine associations between student-teacher dependency and students’ school adjustment (engagement, achievement, externalizing behavior, internalizing behavior, and prosocial behavior). Furthermore, we investigated whether associations between dependency and school adjustment were moderated by student and teacher characteristics. In total, the meta-analysis included 28 studies (N = 7849 students) from...