The effects of the teacher–student relationship and academic press on student engagement and academic performance

By Jung‐Sook Lee. 2012

226 citations recorded by the source corpus.

Abstract This study examined relationships between students’ perceptions of the school social environment and student outcomes, using U.S. data from the Program for International Student Assessment 2000 ( OECD, 2000 ). The sample comprised 3748 fifteen-year-old 9th and 10th graders from 147 schools. The two-dimensional approach of parenting typology was here applied to the school environment. The results partially supported the advantage of authoritative schools with high levels of both demandingness (academic press) and responsiveness (the teacher–student relationship). Supportive teacher–student relationships and academic press were significantly related to behavioral and emotional student engagement whereas only the teacher–student relationship was a significant predictor of reading performance. The effects of the teacher–student relationship on student outcomes were not contingent on academic press of the school.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/687ce7b3655b6fab5e73a28400b1f047708740cc

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Citations in the corpus

Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement. (2014, background): “Our hypothesis of a negative relationship between teacher pressure and student achievement was tentative, however, because the few available studies on teacher achievement pressure have documented a nonsignificant link between the two (S. Kim & Oh, 2014; J. Lee, 2012).”
School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination (2018, background): “Lee (2012) reported that an authoritative school climate was associated with higher student engagement and reading achievement.”
Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools (2016, background): “Previous studies of academic achievement have relied on much briefer scales to measure engagement (Gill et al., 2004; J. Lee, 2012; Wang & Eccles, 2013).”
The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality? (2014, background): “It is suggested that students are more likely to feel belong to their school and make more effort in learning when teachers establish supportive relationships with students and hold high expectations for all students, regardless of their academic standings (Lee, 2012).”
Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “Previous research indicates that classroom interactions are associated with SE (e.g., Hughes & Chen, 2011; Lee, 2012; Pianta, Hamre, & Allen, 2012; Roorda et al., 2011; Skinner et al., 2008; Spilt, Koomen, & Thijs, 2011; Willms, Friesen, & Milton, 2009).”