Jan N. Hughes|Jiun?Yu Wu|Oi?Man Kwok|Victor Villarreal|Audrea Y. Johnson
Indirect effects of child reports of teacher–student relationship on achievement.
Texas A&M University
effect studentreported teacherstudent relationship quality tsrq academic motivation achievement investigated among sample 690 academically risk elementary students 528 male measures tsrq achievement motivation collected annually 3 consecutive years beginning participants grade 2 248 grade 3 746 childreported conflict stable across 3 years whereas warmth declined boys african american students reported greater conflict girls caucasian hispanic students girls african american students reported higher warmth boys nonafrican american students using path analysis authors tested hypothesis measures student motivation year 2 mediated effects conflict warmth year 1 reading math achievement year 3 childperceived conflict predicted crossyear changes teacherrated behavioral engagement turn predicted crossyear changes reading math achievement math competence beliefs also mediated effect child perceived warmth math achievement effects controlled stability measures across time withinwave association measures baseline measures iq economic adversity implications findings improving academic achievement students atrisk school failure discussed