Does perceived teacher affective support matter for middle school students in mathematics classrooms?

Sakız, Gönül; Pape, Stephen J.; Hoy, Anita Woolfolk

doi:10.1016/j.jsp.2011.10.005

Cited by 300 publications

(197 citation statements)

References 84 publications

(120 reference statements)

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“…respect, encouragement, care, fairness). The study concludes a connection between academic hopelessness and sense of belonging, which indicates a negatively related relationship with academic selfefficacy (Sakiz et al 2012). This relationship suggests that perceive teacher support and sense of belonging could be predictors of a strong or weak attachment bond between teacher and student.…”

Section: Literature Reviewmentioning

confidence: 77%

“…This support aids in social behavior and strengthens the perceived attachment bond between teacher and student. Children's social relationships influence their development as well as the development of their social relationships (Sakiz et al 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…By examining teacher support we explore sense of belonging, which gives us one determinate for the sense of self (Sakiz et al 2012). In Sakiz et al (2012) study, their assessment of student's perception of teacher's support (i.e.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In Sakiz et al (2012) study, their assessment of student's perception of teacher's support (i.e. respect, encouragement, care, fairness).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Teachers' instructional practices often reflect in their favoritism for particular students that in turn can result in lowered social interaction and preference with peers (Mikami et al 2012). I assume that lowered social preference shapes self-esteem within basic school structures, which are often, defined by peer interaction therefore teachers act as strong factors in "youth adjustment, social development, and achievement" (Sakiz et al 2012). Thus, I propose to explore whether teacher-child attachment bonds have an effect on adolescent disobedience and whether adolescents with low self-esteem moderate the effect.…”

Section: Introductionmentioning

confidence: 99%

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“Acting Out”: Teacher-Child Attachment Bonds And Their Affect on Adolescent Disobedience Moderated by Students with Low Self-Esteem

Brewer¹

2017

RIO

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This paper proposes whether teacher-child attachment bonds have an effect on adolescent disobedience and whether adolescents with low self-esteem moderate the effect. In this study, the definition of disobedience is deviance and delinquency. The literature states that the teacher-child relationship demonstrates positive and negative outcomes in academic performance however it does not account for self-esteem or disobedience outside the school. I hypothesize attachment bonds to show a negative relationship with students who demonstrate low self-esteem and a positive trend in disobedience. To test my hypotheses, I use various coded questionnaires from Wave I and II of the ADD Health Survey that code for academics/education, delinquency, fighting and violence, drug use, and other deviant or disobedient behavior. In order to test, I would use cross tabulation to compare students' attachment, self-esteem levels, and disobedience. All three variables require no specific order, as nominal variables, so they can compare against each other without regard for sequence. In summary, if implemented my study will add to the current research literature on the teacher-child relationship and potential evidence-based intervention programs for students. ‡

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Section: Literature Reviewmentioning

confidence: 77%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

“…In Sakiz et al (2012) study, their assessment of student's perception of teacher's support (i.e. respect, encouragement, care, fairness).…”

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

“Acting Out”: Teacher-Child Attachment Bonds And Their Affect on Adolescent Disobedience Moderated by Students with Low Self-Esteem

Brewer¹

2017

RIO

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The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom

Chen

Zhang

Chan

et al. 2020

British Educational Res J

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This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N 7th grade = 1,146 and N 8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers' APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students' perspective and highlights the mediating role of student emotions in the relationship.Although past studies from the perspectives of teachers and researchers show how teachers' guidance of productive classroom talk supports students' cognitive processes, few have investigated the social and emotional relationship between teacher talk and student classroom engagement from the perspective of students. To fill this gap, this study examines how students' perceptions of the teacher's use of classroom talk are linked to their emotions (enjoyment and anxiety) and discursive engagement with classmates. Specifically, we examine the academically productive talk (APT) of teachers from the students' perspective. APT is a form of dialogic instruction that teachers use to position students as active thinkers in classroom conversations (Michaels & O'Connor, 2015;Resnick et al., 2015).

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Does organizational support affect the governance performance of the farm irrigation system? Evidence from the Yellow River basin in China

Fu,

Zhu

2023

Irrigation and Drainage

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The engagement of farmers in the governance of farm irrigation systems is crucial for meeting irrigation demands and enhancing farm productivity. Theoretically, grassroots organizations' concerns and support for farmers will encourage them to participate in the activities of the organization, thus improving the management performance of the irrigation system. This paper examines the influence of organizational aid on the governance of agricultural irrigation systems using field survey data in the Yellow River basin, China. The seemingly unrelated regression model is used to explore the group disparities under distinct organizational circumstances and farm household characteristics. The study demonstrates that the software and hardware support provided by organizations can promote improved management performance of irrigation systems. In addition, considering the heterogeneity of organizational environments, such support is more conducive to enhancing the governance of systems in organizations with more cooperative atmospheres and higher degrees of fairness. From the perspective of the heterogeneity of system users, providing organizational support to growers with a low degree of nonagricultural transformation and labour shortage is more conducive to improving governance performance. Consequently, establishing an excellent organizational atmosphere and targeting organizational support to farmers is a viable means to optimize the governance of irrigation systems.

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Does perceived teacher affective support matter for middle school students in mathematics classrooms?

Cited by 300 publications

References 84 publications

“Acting Out”: Teacher-Child Attachment Bonds And Their Affect on Adolescent Disobedience Moderated by Students with Low Self-Esteem

“Acting Out”: Teacher-Child Attachment Bonds And Their Affect on Adolescent Disobedience Moderated by Students with Low Self-Esteem

The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom

Does organizational support affect the governance performance of the farm irrigation system? Evidence from the Yellow River basin in China

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