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The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students
Author(s) -
Dennie David,
Acharya Parul,
Greer Deirdre,
Bryant Camille
Publication year - 2019
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22238
Subject(s) - psychology , student engagement , percentile , context (archaeology) , structural equation modeling , scale (ratio) , mathematics education , student achievement , developmental psychology , academic achievement , social psychology , statistics , mathematics , paleontology , physics , quantum mechanics , biology
The study examined the extent that teacher–student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self‐systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which influenced action (engagement), and consequently, influenced outcome (student score and grade point average‐GPA). The findings of the study supported prior research that a TSR positively influenced levels of engagement in the classroom and, consequently, student outcomes as measured by classroom grade point average (GPA) and standardized assessment results. Using an identical methodological setup that substituted student growth percentiles (SGP) for scale scores, it was determined that TSR, basic psychological need satisfaction, and level of engagement do not influence SGP. Implications and potential contributions are discussed.