ERIC Number: EJ1211844
Record Type: Journal
Publication Date: 2019-May
Abstractor: As Provided
The Cross-Lagged Relations between Teacher-Student Relatedness and Reading Achievement of Academically At-Risk Students
Caleon, Imelda S.; Wui, Ma. Glenda L.
Journal of Early Adolescence, v39 n5 p717-744 May 2019
This two-wave study examined the cross-lagged relations between teacher-student relatedness (student-teacher communication, teacher trust, and teacher alienation) and reading achievement of academically at-risk secondary students (N = 787) in Singapore. Compared with the cohort, these students had lower aggregate scores in a national examination administered at Grade 6. The results of the study showed that teacher trust at T1 (Grade 7) served as a positive predictor while student-teacher communication at T1 served as a negative predictor of reading achievement at T2 (Grade 8), after controlling for reading achievement at T1, gender, and general cognitive ability. Reading achievement at T1 was found to be a negative predictor of all dimensions of teacher-student relatedness, except teacher trust, at T2, even after accounting for the effects of teacher-student relatedness at T1, gender, and general cognitive ability. The results of the study reflect the complexity of the relationship between students' academic achievement and teacher-student relatedness.
Descriptors: Teacher Student Relationship, Reading Achievement, At Risk Students, Secondary School Students, Secondary School Teachers, Trust (Psychology), Alienation, Interpersonal Communication, Grade 6, Grade 7, Grade 8, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Grade 7; Junior High Schools; Grade 8
Authoring Institution: N/A
Identifiers - Location: Singapore