The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student and peer relationships (n = 297 studies; n = 1,475 unique effect sizes). We took student behavior into account, as it is known to affect both types of relationship. In addition, design characteristics such as positive versus negative aspects of relationships, type of informants, and educational level were considered. Results showed that negative aspects of the teacher–student relationship in particular were predictive of peer relationships. Moreover, teacher–student relationship quality partially mediated the association between student behavior and peer relationships. For teachers, preventing or reducing negative aspects in their relationships with students who have behavioral problems can positively affect classroom peer relationships.

学生与老师和同龄人的关系对他们的学业、社交和行为发展很重要。教师与学生的关系可能会影响学生的同伴关系，从而促进或阻碍学生的发展。为了更清楚地了解教师在同伴关系方面的作用，这项荟萃分析评估了师生关系质量与同伴关系之间的关联（n = 297 项研究；n = 1,475 个独特的效应量）。我们考虑了学生的行为，因为众所周知它会影响两种类型的关系。此外，还考虑了设计特征，例如关系的积极与消极方面、线人类型和教育水平。结果表明，师生关系的消极方面尤其是对同伴关系的预测。此外，师生关系质量在一定程度上调节了学生行为与同伴关系之间的关联。对于教师来说，防止或减少与有行为问题的学生的关系中的消极方面可以对课堂同伴关系产生积极影响。