Predictors of academic achievement: The role of positive lecturer-student relationships in visible learning mind frames

Abstract

This study examines the role of positive lecturer-student relationships in predicting students’ academic achievement through Visible Learning Mindframes in higher education in Malaysia. The study explores the socio-emotional aspects of learning, which was focused on Mindframe 7 (developing positive relationships). A mixed-method approach was employed, incorporating quantitative data from 416 students at a private higher education institution, along with qualitative interviews to obtain insights into students' perspectives on Visible Learning Mindframes. Findings indicated that Mindframe 7 was a significant predictor of academic achievement, emphasizing the importance of positive relationships to promote a sense of belonging, inner confidence, and motivation in learning. Considering the emphasis on social-emotional learning (SEL) and the integration of artificial intelligence and Internet of Things technologies in contemporary education, findings suggest that positive relationships between lecturers and students can improve learning achievement. This study highlights the need for higher education institutions to prioritize SEL among lecturers and utilize technologies that support real-time learning feedback and performance monitoring. Overall, this study contributes to the dearth of knowledge on Visible Learning observed in Malaysia and sheds light on the important role of socio-emotional aspects in ensuring students’ learning gains.