Effect of Teacher-Student Relationship and Emotional Intelligence on Mathematics Performance: A Meta-Analysis

The purpose of this meta-analysis was to investigate the influence of teacher-student relationship (TSR) and emotional intelligence (EI) on students’ mathematics performance, focusing on elementary, secondary, and university populations. Employing a meta-analytic design, the study synthesized findings from 31 peer-reviewed quantitative studies published between 2017 and 2025, rigorously selected based on predefined eligibility criteria and coded using standardized procedures. The study analysis was performed using JASP software. A random-effects model was applied to compute pooled effect sizes and assess heterogeneity using Q and I² statistics. The results indicated a small, positive but statistically non-significant effect of TSR on mathematics performance (g = 0.194, p = 0.078), with extreme heterogeneity (I² = 100%). In contrast, EI demonstrated a moderate, statistically significant effect (g = 0.418, p < 0.01), also marked by high heterogeneity (I² = 97.80%). Publication bias was ruled out via Rosenthal’s fail-safe N, which exceeded critical thresholds in both models. While the overall effect of TSR on math achievement was small and statistically inconclusive (g = 0.194, p = 0.078), it nonetheless underscores the potential influence of positive relational dynamics in educational settings. Conversely, EI emerged as a moderately strong and statistically significant predictor (g = 0.418, p < 0.01), highlighting the critical role of emotional competencies in academic success. This study is among the first to quantitatively synthesize the dual impact of relational and emotional variables on mathematics performance, offering novel insights for educational psychology and informing future interventions targeting socio-emotional learning in mathematics education.