International Student Perceptions of Teacher-Student Relationships Affecting Academic Motivation: A Case Study of One University

This study investigates international students' perceptions of teacher-student relationships and their impact on academic motivation at a Chinese university in China.Drawing on qualitative, in-depth interviews with five international master's students from diverse backgrounds, the research explores how relational and pedagogical factors shape student motivation within a cross-cultural higher education context.Thematic analysis revealed that approachability, emotional support, interactive teaching methods, and constructive feedback are central to fostering positive teacher-student relationships and enhancing motivation.Participants highlighted the importance of teachers' openness, cultural sensitivity, and willingness to engage students as individuals, which contributed to a supportive and engaging learning environment.While external motivators such as grades and career prospects were acknowledged, the quality of teacher-student relationships was found to play a uniquely influential role in sustaining motivation and academic engagement.The findings highlight the need for culturally responsive teaching practices and relationship-building strategies in international education settings.The study contributes to the understanding of how teacher-student relationships affect international students' academic experiences and offers practical recommendations for educators and institutions seeking to enhance student motivation and success in multicultural university environments.