“I Think My Teacher Likes Me”: The Role of the Teacher- Student Relationship on the Mathematical Engagement and Achievement of Students with Socio-emotional Difficulties
Notice bibliographique
Résumé
The purpose of this dissertation was to explore the impact of teacher-student relationship quality (TSRQ) on students’ mathematical engagement and achievement, while considering how socioemotional difficulties play a role across these variables. The goals of this two-study dissertation were to (1) determine the profiles that exist among elementary school students’ mathematics anxiety, engagement, and achievement, and then to explore whether TSRQ predicts profile membership (Study 1) and (2) determine whether TSRQ differentially impacts the mathematical engagement of students with more socio-emotional difficulties (Study 2). The study took place at an inquiry-based school that embraces a philosophy of building secure relationships. Ninetyseven students across Grade 1 and 6 participated. In Study 1, latent profile analysis was used to identify types and number of profiles. Results revealed three profiles: one with moderate levels of anxiety and engagement (Class 1), one with highest levels of anxiety and lowest engagement (Class 2), and the last with lowest levels of anxiety and highest engagement (Class 3). Across all three profiles, mathematics achievement was in the average range. Students with highest TSRQ were more likely to belong to Class 3, those with moderate TSRQ to Class 1, and those with the lowest TSRQ to Class 2. Overall, this study revealed that the school’s evidence-based practices allowed for adequate achievement regardless of anxiety or engagement levels, and that students with stronger TSRQ have a more positive mathematics experience. In Study 2, moderation analysis was used to determine whether TSRQ has a differential association with mathematical engagement at the beginning and end of the school year for students with higher levels of externalizing difficulties, internalizing difficulties, and mathematics anxiety. Results revealed TSRQ predicts mathematics engagement at the beginning and end of the school year across all students, however, at the beginning of the year, this relationship is stronger for students with more internalizing challenges. There was no differential association for students with externalizing difficulties or for any socio-emotional difficulties by the end of the year. Results suggest that for students with certain emotional difficulties, TSRQ may protect against low mathematics engagement at the beginning of the school year.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».