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

Autor/inn/en	Sengul, Ozden; Zhang, Xiaoyun; Leroux, Audrey J.
Titel	A Multi-Level Analysis of Students' Teacher and Family Relationships on Academic Achievement in Schools
Quelle	In: International Journal of Educational Methodology, 5 (2019) 1, S.117-133 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Family Relationship; Academic Achievement; Teacher Attitudes; Hierarchical Linear Modeling; Teacher Student Relationship; Family Structure; Student Attitudes; Grade 10; Mathematics Achievement; Socioeconomic Status; Mathematics Tests; Urban Schools; Rural Schools; Suburban Schools; Public Schools; Longitudinal Studies; Predictor Variables + Suchen Sie Ihr Suchwort? Schulleistung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Familienkonstellation; Familiensystem; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Public school; Öffentliche Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01