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ERIC Number: EJ1104200
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0018-1498
Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study
Kelly, Sean; Zhang, Yuan
High School Journal, v99 n2 p141-165 Win 2016
Supportive teacher-student relationships are associated with increased levels of engagement and higher levels of achievement. Yet, studies also show that higher achieving students typically receive the most encouragement. Moreover, many studies of teacher-student relationships pertain to elementary and middle school students; by the time students reach high school, interactions with specific teachers may not be salient determinants of engagement. In this study we examine the relationship between supportive relationships with teachers and engagement in high school math and science courses. Data on teacher support and engagement collected concurrently from a student's math and science teachers allow us to examine the within-student association between supportive relationships and engagement.
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A