The current study utilized structural equation modeling to test an indirect model
of the effects of Teacher-Student Relationship Quality (TSRQ) on reading and math
achievement via the indirect effects of TSRQ on engagement over the entire grade
school period (grades 1-5). The use of this design allowed for the testing of reciprocal
causal pathways and stationarity effects across the first five years of post-kindergarten
schooling. It was hypothesized that structural relationships between TSRQ, engagement
and achievement would vary across the grade school period with early experiences with
teachers influencing students’ patterns of engagement which would become stable,
influencing future teacher-student relationships and long-term achievement.
Additionally, muti-group analyses were utilized to determine if gender or ethnicity
impacts the fit of the structural model.
Results indicated that the effect of TSRQ on engagement is invariant across time.
For both math and reading target outcomes, the null hypothesis that effects are invariant
(i.e., constant) across time could not be rejected. Additionally, results did not indicate
that gender or ethnic group membership impacted the structural fit of the model. The current sample was limited to elementary school students and may not have provided a
sufficient age span to investigate the developmental trends in teacher-student
relationships that were predicted. Additionally, while the influence of TSRQ on
engagement and achievement remains constant, the process through which TSRQ
influences achievement may vary at different developmental periods. Study limitations
and implications were also discussed.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2010-08-8288 |
| Date | 2010 August 1900 |
| Creators | Barrois, Lisa Katherine |
| Contributors | Hughes, Jan N. |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | application/pdf |
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