and Student–Teacher Relationships Matter for Academic Achievement? A Multilevel Analysis
Bibliographic record
Abstract
In extending our understanding of how the social climate of schools can affect academic outcomes, this study examined the relationship between school bullying, student– teacher (S-T) connectedness, and academic performance. Using data collected in Canada as part of a larger international study conducted by the Organisation for Economic Co-operation and Development, participants included 27,217 students aged 15 years and 1,087 school principals. Results of multilevel analyses revealed that math achievement was negatively related to school bullying and positively related to S-T connectedness. For boys, there was a significant interaction between bullying and S-T connectedness, suggesting a buffering effect of S-T connectedness on the relationship between school bullying and math achievement. Similar results were evident for reading achievement. Résumé Pour élargir notre compréhension de comment le climat social de l’école peut avoir un impact sur la réussite scolaire, cette étude examine la relation entre l’intimidation à l’école, la relation élève-enseignant et le rendement scolaire. Les données utilisées ont été recueillies au Canada pour une étude internationale plus large menée par l’Organisation de coopération et de développement économiques, les participants
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".