FN ISI Export Format VR 1.0 PT J TI Respected Students Equal Better Students: Investigating the Links between Respect and Performance in Schools AF Mertz, Corinna Eckloff, Tilman Johannsen, Julia Van Quaquebeke, Niels AU Mertz, C Eckloff, T Johannsen, J Van Quaquebeke, N SO Journal of Educational and Developmental Psychology SN 1927-0534 VL 5 PY 2015 AB This study examines the relationship between students’ (N = 334) perceived teacher respect and their performance on a math exam in school settings. The incremental validity of respect on performance beyond that accounted for by intelligence is assessed. Results suggest that respect accounts for significant additional variability in students’ performance above that accounted for by intelligence. Further analyses reveal that the relationship between respect and performance is moderated by immigration. For German students (N = 150), perceived respect accounts for a part of the variability in performance over the variability accounted for by intelligence. For students with an immigrant background (N = 181) this relationship is not significant. Cultural implications of respect in school settings are discussed. DI 10.5539/jedp.v5n1p74 ER