Academic Amotivation of High School Students: Exploring the Impact of Teacher–Student Relationship and School Satisfaction

Abstract

The teacher-student relationship is a crucial component in academic engagement and healthy attitude formation among students. In this context, the present study aims to investigate the relationship between the teacher-student relationship and academic motivation among high school students. Further role of school satisfaction is also explored. The sample of the study was composed of high school students (n = 700) studying at government schools in Kerala. The data was collected using a questionnaire through face-to-face interaction. The amotivation subscale of the Academic Motivation Scale, High-school Satisfaction Scale and Teacher–student relationship Inventory were used to measure variables. A correlational design was used for this study. The results indicate that school satisfaction and the teacher-student relationship are negatively correlated with amotivation, indicating a direct relationship of academic motivation with school satisfaction and the teacher-student relationship. Linear regression analysis identified the teacher-student relationship as the best predictor of amotivation. Further mediation analysis indicates that school satisfaction mediates the relationship between the teacher-student relationship and amotivation. The study highlights the importance of warmth in the relationship between teacher and student for a better school experience for the students.