A data set for a predictive analysis study

The study aimed at examining the predictive power of teacher-student relationship quality and academic motivation in predicting the academic achievement of secondary school students. Using a quantitative cross-sectional design grounded in attachment and self-determination theories, this study examined how teacher-student relationship (TSR) quality and academic motivation predict the academic achievement of 97 secondary students at Haramaya University's Model Community School. While students generally reported positive TSRs alongside moderate communication and notable alienation, hierarchical multiple regression analysis revealed that TSR dimensions accounted for a striking 82.2% of the variance in academic success, with alienation acting as the most significant barrier to performance. Crucially, once relational quality was controlled for, academic motivation failed to explain any additional variance, indicating that student motivation is essentially a byproduct of the emotional security fostered by supportive teacher-student connections. These findings emphasize the critical need for educational interventions that focus on reducing relational conflict and building secure teacher-student bonds to effectively boost academic outcomes.