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ERIC Number: ED549523
Record Type: Non-Journal
Publication Date: 2012
Pages: 128
Abstractor: As Provided
ISBN: 978-1-2672-7915-6
A Model of Student Engagement and Academic Achievement: The Role of Teacher-Student Relationships and Teacher Expectations
Temple, Aja
ProQuest LLC, Ph.D. Dissertation, Wayne State University
The purpose of this study was to examine patterns of academic achievement among minority students and investigate teacher-student relationships, teachers' classroom and future educational expectations for students, and students' levels of classroom engagement in order to better understand their patterns of academic achievement. Participants (n = 522) were students in grades four through six from a suburban district in Michigan. Student achievement varied according to both gender and ethnicity in this study. Teacher expectations did not differ as a function of gender or ethnicity. Perceptions of the teacher-student relationship differed significantly for Hispanic students, with males reporting more clarity of expectations, consistency of response, adjustment of teaching strategies, and instrumental help from their teachers. Engagement did not mediate the relation between teacher-student relationships and student achievement in this study, but was associated with student rule compliance. Student compliance was related to perceptions of the relationship. A separate model testing the associations between teacher-student relationships, teacher expectations, and student achievement was significant for both the full sample and African American subgroup. Perceiving higher teacher expectations predicted perceptions of more involvement, structure, and autonomy support from teachers. Perceived relationship was negatively associated with overall GPA. Higher achievement outcomes were associated with both teacher expectations and teacher-student relationships. A moderating effect of gender was supported in this study, showing the model as most relevant to the achievement of African American males. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan