Perceived teacher support, student engagement, and academic achievement: a meta-analysis

Yang, Tao; Yu, Meng; Gao, Zhongming; Yang, Xiangdong

doi:10.1080/01443410.2022.2033168

Cited by 106 publications

(74 citation statements)

References 57 publications

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“…Student involvement in recognizing learning needs, issues, and challenges that frequently arise in the learning process are further types of student participation in the learning planning process. This is made clear by earlier research that indicated that student participation in the learning process affects students' academic progress [19].…”

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confidence: 86%

The Effect of Participatory Learning Models Using Critical Problem Solving Techniques on the Learning Achievements of Physics Students

Ernita

2022

Konstan

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The choice of teaching strategies made by teachers is one of the elements that influence how well students learn. The teacher-centered method causes less meaningful learning for students. Learning is still largely theoretical and infrequently relates what students are taught to their everyday lives. The purpose of this study is to evaluate how well students learn physics utilizing a participatory learning model and critical problem-solving skills. The study used an experimental design (control group pre-test post-test design) involving class VIII SMPN 3 Batukliang, with the research sample being class VIII A students as the experimental class and class VIII B students as the control class. A straightforward random sample method was used for sampling. Learning outcomes determined by testing are used to determine student achievement. A descriptive and statistical analysis of student achievement in two classrooms (experimental and control) was conducted. Average scores for each treatment group are used in the descriptive analysis, whereas variance is questioned in the statistical analysis using the t-test. The effect of the participatory learning model using critical problem-solving techniques (experimental group) was measured by the difference in student achievement when compared to the control group after analysis using a t-test. The t-test findings show that, at the 95 percent confidence level, the t-count value (4.249) is higher than the t-table (1.675). Based on these results, it can be concluded that the participatory learning model using critical problem-solving techniques has a significant impact on increasing students' learning achievement in physics.

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confidence: 86%

The Effect of Participatory Learning Models Using Critical Problem Solving Techniques on the Learning Achievements of Physics Students

Ernita

2022

Konstan

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“…Engagement can be further divided into a few dimensions, including behavioral engagement (e.g., effort, actual participation in school and learning), cognitive engagement (e.g., cognitive investment in the coursework, such as mental effort and use of effective learning strategies), and emotional engagement (e.g., students’ emotional responses to teachers, peers, and the school environment, such as enjoyment and anxiety; Fredricks et al, 2004 ). Students’ engagement predicts many different positive educational outcomes, such as achievement, learning, and the likelihood of high school completion ( Reschly and Christenson, 2012 ; Skinner and Pitzer, 2012 ; Tao et al, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Effective teachers engage students in course activities ( Christenson et al, 2012b ), which is important because students’ engagement is related to their achievement ( Muenks et al, 2017 ; Tao et al, 2022 ). Researchers have identified a variety of factors associated with student engagement in courses, including their perceptions of the motivational climate (see Christenson et al, 2012b ; Jones et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Chinese Students’ Perceptions of the Motivational Climate in College English Courses: Relationships Between Course Perceptions, Engagement, and Achievement

Jones

Williams

et al. 2022

Front. Psychol.

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Effective teachers create a motivational climate that engages students in course activities in ways that lead to increased learning and achievement. Although researchers have identified motivational climate variables that are associated with students’ engagement and achievement, less is known about how these variables are related in different courses and cultures. The purpose of the two studies presented in this paper was to contribute to this research literature by examining these associations within the context of college English courses in two Chinese universities. Specifically, we investigated the relationships between students’ perceptions of the motivational climate (i.e., perceptions of empowerment/autonomy, usefulness, success, interest, and caring), cognitive and behavioral engagement, and achievement. This is the first study to examine the connections between all of these variables in one path model in college English courses in China. We administered surveys at two different Chinese universities (n = 332 and 259) and used regression and path analysis to examine the relationships among the variables. We demonstrated that (a) students’ perceptions of the motivational climate were related to their cognitive engagement, (b) cognitive engagement was related to their behavioral engagement, and (c) behavioral engagement predicted their achievement. These findings are consistent with and extend the growing body of literature on motivational climate and engagement, and they highlight the importance of some motivational climate perceptions over others as significant predictors of cognitive engagement. We conclude that effective English language teachers in China do the following: help students to believe that they can be successful, trigger and maintain students’ interest, and empower students by providing them with choices in activities and assignments.

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“…Recently, domestic studies also revealed that the quality and skills of teachers are associated with students’ academic performance. For example, teachers’ emotional intelligence, job engagement and self-efficacy ( Wang, 2022 ), perceived teacher support ( Tao et al, 2022 ), and teacher feedback ( Ma et al, 2022 ) are related to students’ academic performance. As future teachers, teacher education students need to learn relevant professional knowledge systematically and make corresponding professional learning and skill preparation according to the professional requirements ( Zhang et al, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

The relationship between perceived classroom climate and academic performance among English-major teacher education students in Guangxi, China: The mediating role of student engagement

Wei

2022

Front. Psychol.

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The academic performance of teacher education students predicts their future career development and it is also a significant factor related to their future students’ academic performance. However, little is known about the associations between perceived classroom climate, student engagement and academic performance, especially for English-major teacher education students. This study was to examine English-major teacher education students’ academic performance in relation to perceived classroom climate, student engagement. The questionnaire consisted of the Emotional Classroom Climate Scale, the Utrecht Work Engagement Scale – Student Form-3 Item (UWES-SF-3), and the 5-item Academic Performance Scale. This study investigated 307 English-major teacher education students in Guangxi, China. Among them, 280 (91.2%) were females, and 27 (8.8%) were males, aged between 18 and 24 (M = 20.34, SD = 1.26). Results indicated that perceived classroom climate was positively associated with student engagement and academic performance among English-major teacher education students; their student engagement was positively associated with their academic performance, and student engagement partially mediated the relationship between perceived classroom climate and academic performance. The findings supported the motivational process of study demands-resources (SD-R) model and revealed that perceived classroom climate and student engagement were significant factors linked to academic performance, and practical suggestions were discussed.

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Perceived teacher support, student engagement, and academic achievement: a meta-analysis

Cited by 106 publications

References 57 publications

The Effect of Participatory Learning Models Using Critical Problem Solving Techniques on the Learning Achievements of Physics Students

The Effect of Participatory Learning Models Using Critical Problem Solving Techniques on the Learning Achievements of Physics Students

Chinese Students’ Perceptions of the Motivational Climate in College English Courses: Relationships Between Course Perceptions, Engagement, and Achievement

The relationship between perceived classroom climate and academic performance among English-major teacher education students in Guangxi, China: The mediating role of student engagement

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