Relationships with Teachers and Achievement Motivation in the Context of the Transition to Secondary School

The present study examined the link between students’ relationships with teachers and achievement motivation in the context of the transition to secondary school. Participants were 323 French-speaking students from various public schools of the Province of Quebec (Canada). Results further show that students’ achievement motivation co-varied with their relationships with teachers, before and after the transition to secondary school. These results highlight the need for schools to emphasize students’ relationships with their teachers in order to facilitate the transition to secondary school.