The aim of the present study is to highlight the role of the teacher-students relationship quality and student and teacher characteristics on academic achievement in literacy. Participants were 7658 students (mean age of 11.98 years) and their teachers of the humanistic field. Trained experts conducted observation visits to assess teacher-students relationship, whereas students filled out tests to evaluate their scholastic performances. Results from multilevel regression analysis showed the role of teacher-students relationship on students’ performance in literacy. Students from a higher socio-cultural status obtained higher scores in literacy. The study underlined the role of positive teacher-students relationships and the necessity to support the academic achievement and the wellbeing of students with more difficulties.
Keywords: Teacher-Students Relationship; Academic Achievement; Observation; Secondary School; Gender Differences; Multilevel Analysis.

Stefania Sette, Lorenzo Mancini, Donatella Poliandri, The quality of teacher-students relationship and academic achievement: A first look within first grade secondary classrooms in "RIV Rassegna Italiana di Valutazione" 70/2018, pp. 118-135, DOI:10.3280/RIV2018-070007