Teacher-Student Relationship and Mathematics Achievement:A Chain Mediating Model of Behavioral Engagement and Social Emotional Competency
The association between teacher-student relationship and academic development of students has always been the focus of research.In this study,students'behavioral engagement and social emotional competence were introduced as two mediating variables in the relationship between the teacher-student relationship and mathematics achievement.This study further examined the chain mediating effect of"behavioral engagement-social emotional competence".Besides,peer acceptance,the group's attitude towards individuals,is an important manifestation of the student's peer relationship.Students of different peer acceptance types may have different performances in teacher-student relationship,behavioral participation,social emotional competence,and academic performance.The purpose of this study is to explore the roles of behavioral engagement and social emotional competence in the relation between teacher-student relationship and mathematics achievement.On this basis,the multigroup structural equation model analysis is carried out according to the different types of peer acceptance of students.We enrolled 6,534 primary school students in western China,of which 3354 were male and 3043 were female,with an average age of 11.4.This research used the Chinese version of Delaware Social-Emotional Competency Scale,and the School Engagement Test Scale compiled by Fredricks to test students'social emotional competence and behavioral engagement.Select questions from PISA 2018 to measure the mathematics teacher-student relationship.Mathematics tests are jointly prepared by mathematics teachers and mathematics education measurement researchers in accordance with the"Mathematics Curriculum Standards for Compulsory Education",including 35 multiple-choice questions in four content areas.A standardized peer-nomination procedure was used to collect information on children's peer acceptance types.We used SPSS 25.0 and Mplus 8.0 to analyze the data,the non-parametric percentile Bootstrap method to repeatedly sample 1000 times to test the mediation,and the multiple structural equation models to test path differences.The results found that:(1)Teacher-student relationship could indirectly predict mathematics achievement by the mediating roles of behavioral engagement(β=.027,95％CI=[.012,.042],p＜.001)and social emotional competence(β=.047,95％CI=[.036,.059],p＜.001),and it could also influence mathematics achievement by the chain mediating role of"behavioral engagement-social emotional competence"(β=.044,95％CI=[.034,.054],p＜.001).(2)For students with different types of peer acceptance,behavioral engagement,and social emotional competence played different roles in the association between teacher-student relationship and mathematics achievement.The teacher-student relationship of neglected and controversial students cannot directly predict math scores.Behavioral engagement in popular,rejected,and neglected students cannot directly affect students'math scores,while in the controversial group of students,social emotional competence cannot affect students'math scores.Conclusions contributed important evidence to improve behavioral engagement and social emotional competence of students.At the same time,the differences in the paths of students with different peer acceptance types also remind us that we should pay more attention to students who are disadvantaged in peer interaction,and help them better promote personal development and academic improvement.
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维普
