The impact of supervisor-student relationships on academic achievement of master's students: an empirical analysis based on structural equation modeling

Abstract

Context and relevance. Exploring effective mechanisms to elevate postgraduate academic achievement is therefore universally important, with implications for educational policy, curriculum design, and mentorship practices across higher education ecosystems. Objective. This study investigated the influence of supervisor-student relationships (SSR) on master's students' academic achievements, examining the mediating role of learning engagement. Hypothesis. Learning engagement mediates the relationship between master's students' supervisor-student relationship and their academic achievements. Methods and materials. A structural equation model was constructed to analyze these relationships. A convenience sample of 213 master's students from diverse regions nationwide was collected using the Supervisor-Student Relationship Scale, Learning Engagement Scale, and Graduate Academic Achievement Scale. Results. The findings indicate that the model demonstrated a good fit, with positive correlations observed among supervisor-student relationships, learning engagement, and academic achievement. Specifically, learning engagement fully mediated the relationship between supervisor-student relationships and both objective academic performance and behavioral outcomes of academic achievement. Conclusions. This study provides valuable insights for students and supervisors to better understand and manage their relationships, and offers guidance for educators in refining teaching practices.