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

Yıl 2019, Cilt: 5 Sayı: 1, 117 - 133, 15.02.2019

Ozden Sengul Xiaoyun Zhang Audrey J. Leroux

https://doi.org/10.12973/ijem.5.1.131

Öz

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.

Anahtar Kelimeler

Student achievement, teacher-student relationship, family structure

Kaynakça

• Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system—secondary. School Psychology Review, 42(1), 76.
• Bumgarner, E., & Brooks-Gunn, J. (2013). Socioeconomic status and student achievement. International Guide to Student Achievement, 40, 92-94.
• Carbonaro, W. (2006). Public-private differences in achievement among kindergarten students: Differences in learning opportunities and student outcomes. American Journal of Education, 113(1), 31-65.
• Carbonaro, W., & Covay, E. (2010). School sector and student achievement in the era of standards-based reforms. Sociology of Education, 83(2), 160-182.
• Dearing, E., Kreider, H., & Weiss, H. B. (2014). Increased family involvement in school predicts improved child-teacher relationships and feelings about school for low-income children. In W. Jeynes (Ed.), Family factors and the educational success of children (pp. 232-260). New York, NY: Routledge.
• Embretson, S. E., & Reise, S. P. (2013). Item response theory. Psychology Press.
• Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12(2), 121.
• Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. New York, NY: Routledge.
• Ferguson, L. & Braten, I. (2018). Student Teachers’ Beliefs about Learning, Teaching, and Teaching Knowledge. Teacher Education Practice, Vol 31-N3, 348.
• Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), 101-123.
• Gustafsson, J. E., Nilsen, T., & Hansen, K. Y. (2018). School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011. Studies in Educational Evaluation, 57, 16-30.
• Kyriakides, L., Creemers, B., & Charalambous, E. (2018). The Impact of Student Characteristics on Student Achievement: A Review of the Literature. In Equity and Quality Dimensions in Educational Effectiveness (pp. 23-49). Springer, Cham.
• Lamie, J. M. (2014). Factors impacting success in ninth grade Algebra I for high school students (Doctoral dissertation). Retrieved from: http://dc.etsu.edu/cgi/viewcontent.cgi?article=3789&context=etd
• Lauff, E., & Ingels, S. J. (2014). Education Longitudinal Study of 2002 (ELS: 2002): A First Look at 2002 High School Sophomores 10 Years Later. First Look. NCES 2014-363. National Center for Education Statistics.
• Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707-734.
• McCoach, D. B. (2010). Hierarchical linear modeling. In G.R. Hancock, L.M. Stepleton, & R. O. Mueller (Eds.), The reviewer’s guide to quantitative methods in the social sciences (123-140). New York, NY: Routledge.
• McDermott, E. R., Donlan, A. E., & Zaff, J. F. (2018). Why do students drop out? Turning points and long-term experiences. The Journal of Educational Research, 1-13. DOI: 10.1080/00220671.2018.1517296
• McGrath, K. F., & Van Bergen, P. (2015). Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes. Educational Research Review, 14, 1-17.
• Mikk, J., Krips, H., Säälik, Ü., & Kalk, K. (2016). Relationships between student perception of teacher-student relations and PISA results in mathematics and science. International Journal of Science and Mathematics Education, 14(8), 1437-1454.
• Northrop, L., & Kelly, S. (2018). AYP Status, urbanicity, and sector: School-to-school variation in instruction. Urban Education, 53(5), 591-620.
• Perry, L. B., & McConney, A. (2010). Does the SES of the school matter? An examination of socioeconomic status and student achievement using PISA 2003. Teachers College Record, 112(4), 1137-1162.
• Prewett, S. L., Bergin, D. A., & Huang, F. L. (2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International, 0143034318807743.
• Ralo, A. (2016). An exploration of how single parenting in a disadvantaged community influences a learner’s decision to enrol at a higher education institution. (Doctoral dissertation).
• Retrieved from: http://etd.uwc.ac.za/handle/11394/4898
• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (Vol. 1). SAGE.
• Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.
• Short, L. A. (2017). How high school students' perceptions of their teacher-student relationships relate to their academic achievement (Doctoral dissertation, Northcentral University).
• Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453.
• Stronge, J. H. (2018). Qualities of effective teachers. ASCD. Alexandria, VA: USA.
• Thomson, S. (2018). Achievement at school and socioeconomic background—an educational perspective. NPJ Science of Learning 3, 5.
• Wang, C., Hatzigianni, M., Shahaeian, A., Murray, E., & Harrison, L. J. (2016). The combined effects of teacher-child and peer relationships on children's social-emotional adjustment. Journal of School Psychology, 59, 1-11.
• White, K. R. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91(3), 461.
• Wu, Z., Schimmele, C., Hou, F., & Ouellet, N. (2012). Family structure and university enrollment and completion. Retrieved from: https://paa2012.princeton.edu/papers/120858
• Wubbels, T., Brekelmans, M., Mainhard, T., den Brok, P., & van Tartwijk, J. (2016). Teacher-student relationships and student achievement. In K. R. Wentzel & G. B. Ramani (Eds.), Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes (pages: 127-145). New York, NY: Routledge.