The association between teacher-student relationships and school engagement: an investigation of gender differences

被引：4

作者：

Kang, Donghyun ^{[1
]}

Stough, Laura M. ^{[2
]}

Yoon, Myeongsun ^{[2
]}

Liew, Jeffrey ^{[2
]}

机构：

[1] Tennessee State Univ, Dept Teaching & Learning, Nashville, TN 37209 USA

[2] Texas A&M Univ, Educ Psychol, College Stn, TX USA

来源：

EDUCATIONAL PSYCHOLOGY | 2023年 / 43卷 / 06期

关键词：

Teacher-student relationships; school engagement; gender differences; Multi-Group Structural Equation Modelling (MGSEM); CHILD RELATIONSHIP; CLASSROOM MANAGEMENT; ACADEMIC ENGAGEMENT; COLLEGE-STUDENTS; FIT INDEXES; BEHAVIOR; ACHIEVEMENT; ELEMENTARY; RELATEDNESS; MOTIVATION;

D O I：

10.1080/01443410.2023.2225816

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined gender differences in the associations among teacher-student relationships and three types of school engagement (i.e. behavioural engagement, emotional engagement, and cognitive engagement) among elementary students by using Multi-Group Structural Equation Modelling (MGSEM). For both boys and girls, negative teacher-student relationships (i.e. Conflict) had a stronger association with their school engagement than did positive teacher-student relationships (i.e. Closeness). However, several salient gender discrepancies were found. Specifically, Conflict had a stronger relation with girls' emotional engagement than it did with boys' emotional engagement. Girls' cognitive engagement had no significant association with their teacher-student relationship, while boys' cognitive engagement was predicted by both Closeness and Conflict. Theoretical and practical implications were discussed.

引用

页码：623 / 642

页数：20

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