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ERIC Number: EJ1147847
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Personal Strengths and Perceived Teacher Support as Predictors of Singapore Students' Academic Risk Status
Caleon, Imelda S.; Wui, Ma. Glenda L.; Chiam, Ching Leen; King, Ronnel B.; Tan, Jennifer Pei-Ling; Tan, Chee Soon
Educational Psychology, v37 n8 p983-1000 2017
This study explored the relative salience of students' personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort's mean score in a national test administered at the end of primary education, and were identified as low risk (n = 309) or high risk (n = 396), based on their S1 achievement score in the English Language subject. Logistic regression analysis was conducted with academic risk status as criterion variable and the following potential predictors: students' background variables (i.e. socio-economic status, cognitive ability and initial achievement), personal strengths, teacher-student relatedness, and teacher autonomy and competence support. After controlling for the effects of the students' background variables, teacher trust emerged as the strongest (negative) and most stable predictor of high-risk status; teacher alienation and teacher-student communication were found as significant positive predictors of students' placement in the high-risk group.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Grant or Contract Numbers: N/A