Can teacher-student relationship improve the cognitive ability of left-behind children in China? The mediating role of teacher support and learning attitude

Introduction: Although the role of the teacher-student relationship has been confirmed, how it improves the cognitive ability of left-behind children remains to be further discussed. Objectives: The primary aim of this study was to analyze the role of teacher-student relationships on left-behind children's cognitive ability, along with the underlying mechanisms. Methods: This article selected 9449 students, encompassing 2199 left-behind children, from the China Education Panel Survey for analysis. First, correlation analysis and ordinary least squares (OLS) regression were used to estimate the relationship between teacher-student relationships and left-behind children's cognitive ability. Second, the Blinder-Oaxaca decomposition technique was used to estimate the contribution of teacher-student relationships to the cognitive ability gap between left-behind and non-left-behind children. Finally, the generalized structural equation model (GSEM) and bootstrap tests for mediation were utilized to elucidate the underlying mechanisms. Results: Left-behind children's cognitive ability and teacher-student relationship were markedly inferior to those of non-left-behind children. Both the preceding and current academic years' teacher-student relationships have been shown to enhance children's cognitive ability. However, only the prior academic years' teacher-student relationship positively predicted the cognitive ability of left-behind children. When left-behind children's teacher-student relationship improves to the average level of non-left-behind children, their cognitive ability gap will narrow by 3.14%. Furthermore, the teacher-student relationship can improve teachers' support for left- behind children and their learning attitudes, thereby promoting their cognitive development. Conclusion: This study examined that the teacher-student relationship could promote the cognitive ability of left- behind children through teacher support and students' learning attitudes.