The association between teacher‐student relationship and academic achievement: The moderating effect of parental involvement

Ma, Lihong; Jian, Liu; Li, Banban

doi:10.1002/pits.22608

Cited by 21 publications

(25 citation statements)

References 58 publications

(158 reference statements)

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“…It is thus suggested that the sample frame should be increased, and the parental engagement should be measured through direct responses of the parents rather than students' perceived parental engagement. The finding on the non-moderating influence of parental engagement is discordant with (Ma et al, 2022) that parental involvement moderated the relationship between teacher-students relationship (TSR) and students' academic achievement.…”

Section: Discussionmentioning

confidence: 71%

“…This finding is similar to that of the mixed-method study of (Black, 2022) which revealed that parents and students agreed that parental involvement could tremendously boost students' academic achievement because learners feel more comfortable asking questions and getting answers from more knowledgeable adults. Ma, Liu, & Li (2022) studied the association between a teacher-student relationship (TSR) and adolescent learning outcomes in China (Ma et al, 2022). They also tested the potency of parental involvement (PI) in moderating the relationship.…”

Section: Pedagogi: Jurnal Ilmu Pendidikanmentioning

confidence: 99%

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Moderating influence of parental engagement on impact of attention span on students’ academic achievement in Senior Secondary School Computer Studies

Saka

2022

Pedagogi

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This study investigated the impacts of attention span and parental engagement on students’ academic achievement in Computer Studies. It also determined the moderating influence of parental engagement on the impact of attention span on learners’ academic achievement. A descriptive research design was adopted. The study population comprised all the SS 2 students offering Computer Studies in public senior secondary schools in Sagamu Local Government Area of Ogun State. Two hundred students were selected randomly from ten randomly selected schools. Attention Span Rating Scale (r=0.78) and Students’ Perceived Parental Engagement Questionnaire (r=0.82), and Computer Studies Achievement Test (r=0.62), were used for data collection. The data collected were analyzed using simple percentages and multiple regression at a 0.05 level of significance. The findings revealed significant impacts of attention span, F(1, 198)= 101.207, p<0.05, and parental engagement, F(1, 198)= 12.346, p<0.05 on students’ academic achievement in Computer Studies. The study also established the joint impact of attention span and parental engagement impacted students’ academic achievement, F(2, 197)= 59.168 p<0.05, but no significant moderating influence of parental engagement on the impact of attention span on students’ academic achievement t(196) = 0.301, p>0.05. It is recommended that teachers adopt active learning strategies for their students. Parents should dissuade their children from the extensive use of mobile technologies, which could dwindle their attention span.

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Section: Discussionmentioning

confidence: 71%

Section: Pedagogi: Jurnal Ilmu Pendidikanmentioning

confidence: 99%

Moderating influence of parental engagement on impact of attention span on students’ academic achievement in Senior Secondary School Computer Studies

Saka

2022

Pedagogi

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“…Secondly, we investigated how different types of conflict are associated with students' creativity. In contrast with previous studies, which have primarily focused on the detrimental consequences of conflict [10,49,51], this research provided empirical evidence regarding the positive outcomes of two types of teacher-student conflict in the classroom (understanding conflict and process conflict).…”

Section: Discussionmentioning

confidence: 85%

“…However, because critical thinking was highlighted in students' creativity, conflict should not always be considered as a disruptive factor in the regular class process. Many teachers are unaware of the potential for conflict, seek to prohibit it, or deal with it irrationally [43,51]. A more effective teacher is able not only to convey knowledge but is also dedicated to inspiring students' creativity.…”

Section: Discussionmentioning

confidence: 99%

Creativity: The Effectiveness of Teacher–Student Conflict

Xie

Jiang

2022

IJERPH

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This study examines the effectiveness of different types of teacher–student conflict in promoting students’ creativity in universities. Previous studies mainly focused on the negative effects of conflict; few examined its positive effects. Teacher–student conflict in university classes can take many forms; however, there are no clear definitions of the various types of such conflict. This study classified teacher–student conflict as understanding conflict, process conflict, and relationship conflict, and we used this classification to extend prior research by revealing the beneficial impacts of teacher–student conflict on students’ creativity. We empirically examined the relationship between teacher–student conflict and students’ creativity. The hypotheses were supported by using data from questionnaires completed by 2009 students at 17 American universities. We then conducted a hierarchical regression analysis of the data using structural equation modeling. The findings indicate that understanding conflict and process conflict had significant positive effects on students’ creativity, whereas relationship conflict had a significant negative effect on students’ creativity. This study thus revealed the positive effect of teacher–student conflict in university classes and suggests encouraging conflict (understanding conflict and process conflict) as a unique teaching method to stimulate students’ creativity.

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“…Researchers have also focused on the analysis of how a teacher-student relationship affects students' achievement and vice versa-how students' achievement influence relationships between teacher and student. A study by Ma, Liu, and Li [28] in mainland China adolescents shows that there is a positive correlation between a teacher-student relationship and students' academic performance. Lee's [29] investigation revealed that the teacher-student relationship was a meaningful predictor on students reading performance.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?

et al. 2021

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The COVID-19 pandemic had a profound effect on the system of education—gaps in students’ learning, their socioemotional and mental health problems and growing inequality have been recorded. These problems confront students from low socioeconomic status (SES) in particular, therefore supportive relationships with teachers are of great importance. The growth mindset, as a student’s belief that he or she can develop his or her capabilities, can help him or her cope with arising difficulties. Based on the first hypothesis, this study sought to establish whether teacher support is positively related to student’s achievement. Our second hypothesis is as follows: a student’s growth mindset moderates the positive effect of teacher support on students’ achievement; this relationship is stronger when the student’s growth mindset is higher. The research sample consisted of 163 students from municipalities of Lithuania that are regarded as socioeconomically disadvantaged. The research results show positive correlations between teacher’ support, student’s growth mindset and achievement. Additionally, the role of student’s growth mindset as a moderator between teacher support and the student’s achievement was established. Statistically significant differences between high-SES and low-SES students when comparing their growth mindsets and achievement prove that it is important to enhance confidence of low-SES students in their capabilities and the potential to develop them.

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The association between teacher‐student relationship and academic achievement: The moderating effect of parental involvement

Abstract: As an important part of adolescents' social capital, teacherstudent relationship (TSR) and parental involvement (PI) are important for student learning. However, we know little about how PI works with TSR in relation to adolescents' learning

Cited by 21 publications

References 58 publications

Moderating influence of parental engagement on impact of attention span on students’ academic achievement in Senior Secondary School Computer Studies

Moderating influence of parental engagement on impact of attention span on students’ academic achievement in Senior Secondary School Computer Studies

Creativity: The Effectiveness of Teacher–Student Conflict

Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?

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