Relationships Between Student Perception of Teacher-Student Relations and PISA Results in Mathematics and Science

Mikk, Jaan; Krips, Heiki; Säälik, Ülle; Kalk, Karmen

doi:10.1007/s10763-015-9669-7

Cited by 30 publications

(17 citation statements)

References 39 publications

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“…First, positive teacher-student relationship and pedagogical caring contributed to students' academic success and promoted student learning. This finding is consistent with the results from McGrath and Van Bergen (2015), Mikk et al (2016), and Wubbels et al (2016). There is a positive correlation between the quality of teacher-student relationship and student academic achievement for this sample from United States.…”

Section: Discussionsupporting

confidence: 93%

“…Research on students' social and cognitive development suggests that students' perceptions of student-teacher relationship influences their school performance and academic success (e.g. McGrath & Bergen, 2015;Mikk et al, 2016;Stronge, 2018). Teachers can have impact on the quality of social and intellectual experiences of students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…At the individual-level, students' interactions with the adults such as the relationships with the family members and the perception of student-teacher relationships can be linked to their academic performance (e.g. Dearing, Kreider, & Weiss, 2014;Short, 2017;McGrath & Van Bergen, 2015;Ralo, 2016;Mikk, Krips, Säälik, & Kalk, 2016;Stronge, 2018;Wu, Schimmele, Hou, & Ouellet, 2012;Wubbels, Brekelmans, Mainhard, den Brok, & van Tartwijk, 2016). The studies also indicated that family structure can have positive or negative impact on students' academic performance; students living with two biological parents, single parent or other guardians may experience school adjustment in different ways (Ralo, 2016;Wu et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

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A Multi-Level Analysis of Students’ Teacher and Family Relationships on Academic Achievement in Schools

Sengul¹,

Zhang²,

Leroux³

2019

INT J EDUC METHODOL

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By using multi-level modeling, this study explores the impact of students' perception of the quality of the teacher-student relationship and family structure on student achievement after controlling for socioeconomic status (SES), school urbanicity, and school control. The data from 750 schools and 17,000 10th grade students were analyzed. Family structure and student's perception of teacher-student relationship, and SES were student-level; school urbanicity and school control were school-level variables. The findings indicated that students, who had a positive perception about their relationship with their teachers, came from families including two biological parents, and had high SES and high math achievement. Students' SES and attending public school in urban areas were found to be significantly related to students' math achievement. The math score for public school students was lower than students from private and Catholic schools. The further research should have a design addressing the impact of these variables in a longitudinal term.

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Section: Discussionsupporting

confidence: 93%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Multi-Level Analysis of Students’ Teacher and Family Relationships on Academic Achievement in Schools

Sengul¹,

Zhang²,

Leroux³

2019

INT J EDUC METHODOL

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“…Mikk et al (2015), who investigated teacher-student relations and PISA 2009 results of several countries, also found the similar results for Turkey. A positive teacher-student relationship may cause a disruption in the balance between the teacher's role as a leader and student's role a learner.…”

Section: Discussionsupporting

confidence: 57%

Öğrenme ve Öğretme Süreci Değişkenleri ile PISA 2012 Matematik Okuryazarlığı Arasındaki İlişkiler

Dibek¹,

Demirtasli²

2017

İlköğretim Online

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ABSTRACT. The purpose of this study was to determine the relationships between factors related to learning and teaching processes and mathematics literacy. The sample of this correlational study includes 4848 Turkish students. In this study, out-of-school learning time and learning time of mathematics are variables related to learning process. Teacher-student relation, teacher use of cognitive activation strategies, and disciplinary climate are variables related to teaching process. According to results of structural equation modelling analysis, negative relationship was found between out-of-school learning time and mathematics literacy while there was a positive relationship between teachers' use of cognitive activation strategies and mathematics literacy. Furthermore, mathematics literacy was found to have a negative relationship with student-teacher relation, but a positive relationship with positive disciplinary climate. When student-teacher relations were supported by positive disciplinary climate, the relationship between the two variables improved. Therefore, the content of courses should be enhanced in a way that teachers' classroom management skills are developed. ÖZ. Bu çalışmanın amacı öğrenme ve öğretme süreci değişkenleri ile matematik okuryazarlığı arasındaki ilişkileri araştırmaktır. Korelasyonel modeldeki araştırmanın örneklemini 4848 kişi oluşturmaktadır. Bu çalışmada, matematik öğrenmeye okul dışında ayrılan zaman, matematik öğrenmeye ayrılan zaman araştırmanın öğrenmeyle ilgili değişkenlerini oluşturmaktadır. Öğretmenin öğrenci ile iletişimi, bilişsel etkinleştirme stratejilerini kullanımı ve sınıftaki disiplin ortamı araştırmanın öğretme süreci ile ilgili değişkenleridir. Yapısal eşitlik modellemesi analizinden elde edilen sonuçlara göre öğrenmeye okul dışında ayrılan zaman ile matematik okuryazarlığı arasında negatif ilişki bulunurken öğretmenin bilişsel etkinleştirme stratejileri kullanması ile matematik okuryazarlığı arasında pozitif ilişki bulunmuştur. Ek olarak, matematik okuryazarlığı öğrenci-öğretmen ilişkisi ile negatif yönde ilişki gösterirken disiplin ortamı ile pozitif yönde ilişki göstermiştir. Öğrenci-öğretmen ilişkisi pozitif bir disiplin ortamı ile desteklendiğinde bu değişkenler arasındaki ilişki gelişmektedir. Bu yüzden, derslerin içeriği öğretmenlerin sınıf yönetimini geliştirecek yönde iyileştirilmelidir. Anahtar Sözcükler: Öğrenme ve Öğretme Süreci, Matematik Okuryazarlığı, Matematik Başarısı, PISA, Yapısal Eşitlik Modellemesi ÖZET Amaç ve Önem: Bu çalışmanın amacı, PISA 2012 uygulamasında Türkiye örnekleminde, matematik okuryazarlığı ile ilişkili olan öğrenme ve öğretme süreci ile ilgili değişkenleri belirlemektir. Ülkemizin 2012 yılında katıldığı PISA uygulamasında, özellikle matematik okuryazarlığı açısından katılan kendisi gibi OECD üyesi ülkelerin ortalamasına kıyasla daha düşük ortalama göstermiştir ve Türkiye örneklemi oluşturan öğrencilerin çoğunun 2. düzey ve altında kalan yeterlik dilimindedir. Bu durumların, öğrenme ve öğretme sürecini de etkileyen öğrenci ve öğ...

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“…It appears that Turkey is one of the developing countries in which teaching practices related to formative assessment may have had low impact on students' self-beliefs and PISA mathematics achievement. The effects of teacher behavior at school or class level may be more related to student outcomes (e.g., Mikk, Krips, Säälik, & Kalk, 2016). In future research, it would be worthwhile to examine the effects of teachers' feedback and support on student outcomes at class level using teacher responses.…”

Section: Resultsmentioning

confidence: 99%

Predicting mathematics achievement: The role of perceived feedback, teacher support and self-beliefs

Yıldırım

2019

Turkish Journal of Education

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In this study, the mediating roles of perceived teacher support and students' mathematics self-beliefs on the feedback process were investigated in The Programme for International Student Assessment (PISA) context in Turkey. PISA 2012 mathematics scores and questionnaire responses of 4848 15-year-old students were analyzed. Results indicated that perceived feedback was positively related to math selfconcept and negatively related to math anxiety. The investigated indirect effects were partly confirmed: perceived feedback was indirectly related to students' mathematics achievement via perceived teacher support and math self-efficacy. Also, perceived feedback showed an indirect effect on students' mathematics achievement via math anxiety. However, the influences of perceived teacher support on math self-concept and anxiety, and the mediating role of math self-concept were not supported. The results suggest the importance of investigation of mediated effects of teachers' support and students' selfbeliefs between teachers' feedback and mathematics achievement. These relationships may help to understand how teacher's feedback influences mathematics achievement.

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Relationships Between Student Perception of Teacher-Student Relations and PISA Results in Mathematics and Science

Cited by 30 publications

References 39 publications

A Multi-Level Analysis of Students’ Teacher and Family Relationships on Academic Achievement in Schools

A Multi-Level Analysis of Students’ Teacher and Family Relationships on Academic Achievement in Schools

Öğrenme ve Öğretme Süreci Değişkenleri ile PISA 2012 Matematik Okuryazarlığı Arasındaki İlişkiler

Predicting mathematics achievement: The role of perceived feedback, teacher support and self-beliefs

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