Teacher-student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups
Although the relation between teacher-student relationship and academic achievement has been addressed in many studies, the reciprocal relations between these two constructs have not been explored sufficiently. The aim of the present study was to test three competing models that hypothesized directi...
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| Veröffentlicht in: | European journal of psychology of education 2014-09, Vol.29 (3), p.409-428 |
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| container_title | European journal of psychology of education |
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| creator | Košir, Katja Tement, Sara |
| description | Although the relation between teacher-student relationship and academic achievement has been addressed in many studies, the reciprocal relations between these two constructs have not been explored sufficiently. The aim of the present study was to test three competing models that hypothesized directionality of influence in relations between teacher acceptance, studentperceived teacher support, and academic achievement. Eight hundred sixteen students nom 3 different grade levels in Slovenian elementary and secondary schools, covering the age range from late childhood through early-to-middle adolescence, participated in the study at the beginning and at the end of the school year. Structural equation modeling was used. Different models of relations between teacher acceptance, student-perceived teacher support, and academic achievement were analyzed using the cross-lagged panel correlation technique. The results supported the hypothesized reciprocal model, indicating the relation between teacher acceptance and academic achievement in both directions. Student-perceived teacher personal support partially mediates the relation between teacher acceptance and achievement in both directions on the whole sample but not in specific age groups. Finally, we found some age-specific differences in the relations between teacher acceptance, teacher personal support, and achievement. |
| doi_str_mv | 10.1007/s10212-013-0205-2 |
| format | Article |
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The aim of the present study was to test three competing models that hypothesized directionality of influence in relations between teacher acceptance, studentperceived teacher support, and academic achievement. Eight hundred sixteen students nom 3 different grade levels in Slovenian elementary and secondary schools, covering the age range from late childhood through early-to-middle adolescence, participated in the study at the beginning and at the end of the school year. Structural equation modeling was used. Different models of relations between teacher acceptance, student-perceived teacher support, and academic achievement were analyzed using the cross-lagged panel correlation technique. The results supported the hypothesized reciprocal model, indicating the relation between teacher acceptance and academic achievement in both directions. Student-perceived teacher personal support partially mediates the relation between teacher acceptance and achievement in both directions on the whole sample but not in specific age groups. Finally, we found some age-specific differences in the relations between teacher acceptance, teacher personal support, and achievement.</description><identifier>ISSN: 0256-2928</identifier><identifier>EISSN: 1878-5174</identifier><identifier>DOI: 10.1007/s10212-013-0205-2</identifier><language>eng</language><publisher>Dordrecht: Springer</publisher><subject>Academic Achievement ; Academic motivation ; Adolescence ; Adolescents ; Age Differences ; Age groups ; Biological and medical sciences ; Child development ; Childhood ; Correlation ; Education ; Educational Environment ; Educational Psychology ; Elementary School Students ; Foreign Countries ; Fundamental and applied biological sciences. Psychology ; Grade 1 ; High school students ; Influence ; Longitudinal Studies ; Modeling ; Pedagogic Psychology ; Perceptions ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Research Methodology ; School year ; Secondary School Students ; Slovenia ; Structural Equation Models ; Student Attitudes ; Student Motivation ; Teacher Student Relationship ; Teachers ; Teaching</subject><ispartof>European journal of psychology of education, 2014-09, Vol.29 (3), p.409-428</ispartof><rights>2014 Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science + Business Media Dordrecht</rights><rights>Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht 2013</rights><rights>2015 INIST-CNRS</rights><rights>Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht 2013.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c390t-e7accfbc911da8fff21affa34e2574ff34356abc3cac1395a71e2274df85c9323</citedby><cites>FETCH-LOGICAL-c390t-e7accfbc911da8fff21affa34e2574ff34356abc3cac1395a71e2274df85c9323</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/43551139$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/43551139$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27901,27902,41464,42533,51294,57992,58225</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1036431$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=28704570$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Košir, Katja</creatorcontrib><creatorcontrib>Tement, Sara</creatorcontrib><title>Teacher-student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups</title><title>European journal of psychology of education</title><addtitle>Eur J Psychol Educ</addtitle><description>Although the relation between teacher-student relationship and academic achievement has been addressed in many studies, the reciprocal relations between these two constructs have not been explored sufficiently. The aim of the present study was to test three competing models that hypothesized directionality of influence in relations between teacher acceptance, studentperceived teacher support, and academic achievement. Eight hundred sixteen students nom 3 different grade levels in Slovenian elementary and secondary schools, covering the age range from late childhood through early-to-middle adolescence, participated in the study at the beginning and at the end of the school year. Structural equation modeling was used. Different models of relations between teacher acceptance, student-perceived teacher support, and academic achievement were analyzed using the cross-lagged panel correlation technique. The results supported the hypothesized reciprocal model, indicating the relation between teacher acceptance and academic achievement in both directions. 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Psychology</topic><topic>Grade 1</topic><topic>High school students</topic><topic>Influence</topic><topic>Longitudinal Studies</topic><topic>Modeling</topic><topic>Pedagogic Psychology</topic><topic>Perceptions</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Research Methodology</topic><topic>School year</topic><topic>Secondary School Students</topic><topic>Slovenia</topic><topic>Structural Equation Models</topic><topic>Student Attitudes</topic><topic>Student Motivation</topic><topic>Teacher Student Relationship</topic><topic>Teachers</topic><topic>Teaching</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Košir, Katja</creatorcontrib><creatorcontrib>Tement, Sara</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>European journal of psychology of education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Košir, Katja</au><au>Tement, Sara</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1036431</ericid><atitle>Teacher-student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups</atitle><jtitle>European journal of psychology of education</jtitle><stitle>Eur J Psychol Educ</stitle><date>2014-09-01</date><risdate>2014</risdate><volume>29</volume><issue>3</issue><spage>409</spage><epage>428</epage><pages>409-428</pages><issn>0256-2928</issn><eissn>1878-5174</eissn><abstract>Although the relation between teacher-student relationship and academic achievement has been addressed in many studies, the reciprocal relations between these two constructs have not been explored sufficiently. The aim of the present study was to test three competing models that hypothesized directionality of influence in relations between teacher acceptance, studentperceived teacher support, and academic achievement. Eight hundred sixteen students nom 3 different grade levels in Slovenian elementary and secondary schools, covering the age range from late childhood through early-to-middle adolescence, participated in the study at the beginning and at the end of the school year. Structural equation modeling was used. Different models of relations between teacher acceptance, student-perceived teacher support, and academic achievement were analyzed using the cross-lagged panel correlation technique. The results supported the hypothesized reciprocal model, indicating the relation between teacher acceptance and academic achievement in both directions. Student-perceived teacher personal support partially mediates the relation between teacher acceptance and achievement in both directions on the whole sample but not in specific age groups. Finally, we found some age-specific differences in the relations between teacher acceptance, teacher personal support, and achievement.</abstract><cop>Dordrecht</cop><pub>Springer</pub><doi>10.1007/s10212-013-0205-2</doi><tpages>20</tpages></addata></record> |
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| ispartof | European journal of psychology of education, 2014-09, Vol.29 (3), p.409-428 |
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| subjects | Academic Achievement Academic motivation Adolescence Adolescents Age Differences Age groups Biological and medical sciences Child development Childhood Correlation Education Educational Environment Educational Psychology Elementary School Students Foreign Countries Fundamental and applied biological sciences. Psychology Grade 1 High school students Influence Longitudinal Studies Modeling Pedagogic Psychology Perceptions Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Research Methodology School year Secondary School Students Slovenia Structural Equation Models Student Attitudes Student Motivation Teacher Student Relationship Teachers Teaching |
| title | Teacher-student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups |
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