The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories

Published on Oct 1, 2021in Learning and Instruction
· DOI :10.1016/J.LEARNINSTRUC.2021.101485
Maaike Engels4
Estimated H-index: 4
(UG: University of Groningen),
Jantine L. Spilt13
Estimated H-index: 13
(Katholieke Universiteit Leuven)
+ 1 AuthorsKarine Verschueren39
Estimated H-index: 39
(Katholieke Universiteit Leuven)
Abstract This longitudinal study investigated the role of teacher-student closeness and conflict in adolescents' school engagement trajectories, and how school engagement dimensions predict achievement trajectories. A sample of 5,382 adolescents (Mage.wave1 = 13.06, SD = 0.51; 49.6% boys) were followed from Grade 7 to 9. Yearly measures included student reports on school engagement dimensions, teacher reports on closeness and conflict, and standardized tests for math achievement. Latent growth models revealed that closeness positively and conflict negatively predicted students' school engagement. Furthermore, adolescents' behavioral and emotional engagement, and disaffection in particular, played an important role in predicting achievement within the same schoolyear. Moreover, increases in behavioral disaffection and emotional engagement aligned with reduced and steeper increases in achievement between Grade 7 and 9, respectively. In general, this study underscores the importance of adolescents’ affective teacher-student relationships for their engagement in school, and the role of school engagement in predicting achievement.
#1Maaike Engels (UG: University of Groningen)H-Index: 4
#2Karen Phalet (Katholieke Universiteit Leuven)H-Index: 35
Last. Karine Verschueren (Katholieke Universiteit Leuven)H-Index: 39
view all 5 authors...
Abstract This study investigates three important aspects of the classroom context in shaping adolescents' classroom engagement trajectories: (a) teacher support, (b) peer norms (i.e., descriptive and popularity norms), and (c) ethnic classroom composition (i.e., ethnic heterogeneity and proportion of majorities). An ethnically diverse sample of 730 adolescents from Grades 9 to 11 was followed annually. Longitudinal multilevel models revealed that more teacher support and higher classroom-levels ...
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#2Helma M.Y. Koomen (UvA: University of Amsterdam)H-Index: 25
Within an attachment perspective on teacher-child relationships three affective relationship dimensions have been identified: closeness, conflict, and dependency. Whereas a lot of research is available on relational closeness and conflict, far less is known about the construct of dependency. In this paper, we aim to further the conceptualization of child-teacher dependency in several ways. First, we define dependency as a relational construct, not a stable child characteristic. Second, we review...
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#1Maaike Engels (UG: University of Groningen)H-Index: 4
#2Eija Pakarinen (University of Jyväskylä)H-Index: 19
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Previous work has established a significant increase in disengagement as students progress through secondary school. This work has also established that rates of disengagement appear to be higher among boys, leading to an increased focus on the underlying causes and factors associated with disengagement within this population. However, less is known about the patterns of disengagement exhibited by girls. Given that disengagement is consistently associated with negative personal and academic outc...
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Abstract The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher–student relationships and students' achievement. Furthermore, we examined whether results differed for primary and secondary school and whether similar results were found in a longitudinal subsample. Our sample consisted of 189 studies (249,198 students in total) that included students from preschool to high school. A distinction was...
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