Abstract
This systematic literature review was conducted in order to further the understanding of how learning processes act as mediators between teaching quality and student achievement. Eighteen quantitative studies were included for analysis. In 24 of 53 mediation paths (45%) learning processes were identified and confirmed as mediators and in 29 mediation paths (55%) non-significant mediating effects were found. The complexity of the included studies’ context, methodology, conceptualization, and operationalization posed challenges for a quantitative synthesis. The findings provide some initial ideas for how to better design future research into indirect effects of teaching quality.