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"I Think My Teacher Likes Me" : = The Role of the Teacher- Student Relationship on the Mathematical Engagement and Achievement of Students with Socio-Emotional Difficulties.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	"I Think My Teacher Likes Me" :/
Reminder of title:	The Role of the Teacher- Student Relationship on the Mathematical Engagement and Achievement of Students with Socio-Emotional Difficulties.
Author:	Zambrzycka, Joanna.
Description:	1 online resource (140 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
Subject:	Clinical psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798834062288

"I Think My Teacher Likes Me" : = The Role of the Teacher- Student Relationship on the Mathematical Engagement and Achievement of Students with Socio-Emotional Difficulties.
Zambrzycka, Joanna.

"I Think My Teacher Likes Me" :The Role of the Teacher- Student Relationship on the Mathematical Engagement and Achievement of Students with Socio-Emotional Difficulties. - 1 online resource (140 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2022.

Includes bibliographical references

The purpose of this dissertation was to explore the impact of teacher-student relationship quality (TSRQ) on students' mathematical engagement and achievement, while considering how socioemotional difficulties play a role across these variables. The goals of this two-study dissertation were to (1) determine the profiles that exist among elementary school students' mathematics anxiety, engagement, and achievement, and then to explore whether TSRQ predicts profile membership (Study 1) and (2) determine whether TSRQ differentially impacts the mathematical engagement of students with more socio-emotional difficulties (Study 2). The study took place at an inquiry-based school that embraces a philosophy of building secure relationships. Ninety-seven students across Grade 1 and 6 participated.In Study 1, latent profile analysis was used to identify types and number of profiles. Results revealed three profiles: one with moderate levels of anxiety and engagement (Class 1), one with highest levels of anxiety and lowest engagement (Class 2), and the last with lowest levels of anxiety and highest engagement (Class 3). Across all three profiles, mathematics achievement was in the average range. Students with highest TSRQ were more likely to belong to Class 3, those with moderate TSRQ to Class 1, and those with the lowest TSRQ to Class 2. Overall, this study revealed that the school's evidence-based practices allowed for adequate achievement regardless of anxiety or engagement levels, and that students with stronger TSRQ have a more positive mathematics experience.In Study 2, moderation analysis was used to determine whether TSRQ has a differential association with mathematical engagement at the beginning and end of the school year for students with higher levels of externalizing difficulties, internalizing difficulties, and mathematics anxiety. Results revealed TSRQ predicts mathematics engagement at the beginning and end of the school year across all students, however, at the beginning of the year, this relationship is stronger for students with more internalizing challenges. There was no differential association for students with externalizing difficulties or for any socio-emotional difficulties by the end of the year. Results suggest that for students with certain emotional difficulties, TSRQ may protect against low mathematics engagement at the beginning of the school year.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798834062288Subjects--Topical Terms:

649607
Clinical psychology.
Subjects--Index Terms:

EngagementIndex Terms--Genre/Form:

554714
Electronic books.

"I Think My Teacher Likes Me" : = The Role of the Teacher- Student Relationship on the Mathematical Engagement and Achievement of Students with Socio-Emotional Difficulties.
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520 $a The purpose of this dissertation was to explore the impact of teacher-student relationship quality (TSRQ) on students' mathematical engagement and achievement, while considering how socioemotional difficulties play a role across these variables. The goals of this two-study dissertation were to (1) determine the profiles that exist among elementary school students' mathematics anxiety, engagement, and achievement, and then to explore whether TSRQ predicts profile membership (Study 1) and (2) determine whether TSRQ differentially impacts the mathematical engagement of students with more socio-emotional difficulties (Study 2). The study took place at an inquiry-based school that embraces a philosophy of building secure relationships. Ninety-seven students across Grade 1 and 6 participated.In Study 1, latent profile analysis was used to identify types and number of profiles. Results revealed three profiles: one with moderate levels of anxiety and engagement (Class 1), one with highest levels of anxiety and lowest engagement (Class 2), and the last with lowest levels of anxiety and highest engagement (Class 3). Across all three profiles, mathematics achievement was in the average range. Students with highest TSRQ were more likely to belong to Class 3, those with moderate TSRQ to Class 1, and those with the lowest TSRQ to Class 2. Overall, this study revealed that the school's evidence-based practices allowed for adequate achievement regardless of anxiety or engagement levels, and that students with stronger TSRQ have a more positive mathematics experience.In Study 2, moderation analysis was used to determine whether TSRQ has a differential association with mathematical engagement at the beginning and end of the school year for students with higher levels of externalizing difficulties, internalizing difficulties, and mathematics anxiety. Results revealed TSRQ predicts mathematics engagement at the beginning and end of the school year across all students, however, at the beginning of the year, this relationship is stronger for students with more internalizing challenges. There was no differential association for students with externalizing difficulties or for any socio-emotional difficulties by the end of the year. Results suggest that for students with certain emotional difficulties, TSRQ may protect against low mathematics engagement at the beginning of the school year.
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