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<p>The quality of student-teacher relationships (STRs) is important for students’ life satisfaction, whereas the role of student empathy and cultural contexts in this association was rarely explored. The present study employed PISA 2022 data to conduct a large-scale cross-cultural comparison of STRs, empathy, and their contributions to students’ life satisfaction. A sample of 89,548 students (15-year-olds, 50.8% girls) were recruited from ten distinct countries/regions, which were divided into five cultural groups. Results showed that in general, STRs and empathy were higher in more embedded cultures. Across all cultural groups, both STRs and empathy had positive associations with life satisfaction. In most cultural groups, the positive association between STRs and life satisfaction was stronger among more empathic students. As an implication, researchers and school practitioners are suggested to pay more attention to highly empathic students with poor STRs, while related interventions may need to be tailored to the local cultural context.</p>

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Student-Teacher Relationship Quality and Students’ Life Satisfaction: Examining the Moderating Role of Empathy across Five Cultural Groups

  • 期刊论文

  • 发表日期：

    2025年12月26日

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  • Mengdi Chen,
  • Yi Wang,
  • Xiaotian Zhang

摘要

The quality of student-teacher relationships (STRs) is important for students’ life satisfaction, whereas the role of student empathy and cultural contexts in this association was rarely explored. The present study employed PISA 2022 data to conduct a large-scale cross-cultural comparison of STRs, empathy, and their contributions to students’ life satisfaction. A sample of 89,548 students (15-year-olds, 50.8% girls) were recruited from ten distinct countries/regions, which were divided into five cultural groups. Results showed that in general, STRs and empathy were higher in more embedded cultures. Across all cultural groups, both STRs and empathy had positive associations with life satisfaction. In most cultural groups, the positive association between STRs and life satisfaction was stronger among more empathic students. As an implication, researchers and school practitioners are suggested to pay more attention to highly empathic students with poor STRs, while related interventions may need to be tailored to the local cultural context.