“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
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".