Teacher‐Student Rapport: An Essential Mediator in Creating a Learning Climate Conducive to Psychological Well‐Being of Chinese Students

Abstract

The success of students is closely tied to their well‐being and those students with high degrees of well‐being are more likely to excel in academic environments. Accordingly, the internal and external factors that cause positive changes in students' mental states and lead them to higher levels of psychological well‐being (PWB) need to be divulged. In response to this necessity, many scholars have explored the internal and external predictors of students' PWB such as teacher–student rapport (TSR) and learning climate in different educational domains. To narrow these gaps, this research inspects the role of TSR as a mediator in creating a learning climate conducive to PWB of Chinese Students. To do so, three scales were given to 588 Chinese students, among them 560 were valid. Then, structural equation modelling (SEM) was performed to analyse participants' answers. The results disclosed strong and close connections between TSR, learning climate and students' PWB. The results also uncovered that TSR was a significant mediator between learning climate and PWB. The outcomes of this investigation might be illuminating for teachers, teacher trainers and educational managers.