Longitudinal relations between teacher support and academic achievement among Chinese children: Disentangling between‑ and within-student associations

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology Pub Date : 2024-02-13 DOI:10.1016/j.jsp.2024.101287

Jianhua Zhou , Xue Gong , Xiaofei Li

{"title":"Longitudinal relations between teacher support and academic achievement among Chinese children: Disentangling between‑ and within-student associations","authors":"Jianhua Zhou , Xue Gong , Xiaofei Li","doi":"10.1016/j.jsp.2024.101287","DOIUrl":null,"url":null,"abstract":"<div><p>This study investigated the longitudinal associations between teacher support (i.e., emotional and instrumental support) and academic (i.e., math) achievement at the between-student and within-student levels using random intercept cross-lagged panel models (RI-CLPMs). Data were collected from 694 elementary school students in China (44.9% girls; <em>M</em><sub>age</sub> = 10.53 years, <em>SD</em> = 0.70) over four waves across 2 school years. Results from the RI-CLPMs supported that higher academic achievement was significantly associated with higher teacher emotional and instrumental support at the between-student level. At the within-student level, the RI-CLPMs only supported the predictive effect of academic achievement on teacher instrumental support, but not emotional support. Further analysis utilizing cross-lagged panel models (CLPMs) demonstrated significant reciprocal effects between teacher emotional support and academic achievement, as well as instrumental support and academic achievement. No significant sex differences were observed in RI-CLPMs or CLPMs. The findings illustrate the importance of distinguishing the between-student and within-student associations in longitudinal relations concerning teacher support and academic achievement.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of School Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0022440524000074","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}

引用次数: 0

Abstract

This study investigated the longitudinal associations between teacher support (i.e., emotional and instrumental support) and academic (i.e., math) achievement at the between-student and within-student levels using random intercept cross-lagged panel models (RI-CLPMs). Data were collected from 694 elementary school students in China (44.9% girls; M_age = 10.53 years, SD = 0.70) over four waves across 2 school years. Results from the RI-CLPMs supported that higher academic achievement was significantly associated with higher teacher emotional and instrumental support at the between-student level. At the within-student level, the RI-CLPMs only supported the predictive effect of academic achievement on teacher instrumental support, but not emotional support. Further analysis utilizing cross-lagged panel models (CLPMs) demonstrated significant reciprocal effects between teacher emotional support and academic achievement, as well as instrumental support and academic achievement. No significant sex differences were observed in RI-CLPMs or CLPMs. The findings illustrate the importance of distinguishing the between-student and within-student associations in longitudinal relations concerning teacher support and academic achievement.

查看原文本刊更多论文

教师支持与中国儿童学业成绩之间的纵向关系：厘清学生之间和学生内部的关系

本研究采用随机截距交叉滞后面板模型（RI-CLPMs），从学生间和学生内两个层面研究了教师支持（即情感支持和工具支持）与学业成绩（即数学成绩）之间的纵向联系。数据收集自中国的 694 名小学生（44.9% 为女生；平均年龄 = 10.53 岁，标准差 = 0.70），他们在两个学年中经历了四次波次。RI-CLPMs 的结果表明，在学生间水平上，学业成绩的提高与教师情感支持和工具支持的提高有显著相关性。在学生内部层面，RI-CLPM 仅支持学业成绩对教师工具性支持的预测作用，但不支持情感支持。利用交叉滞后面板模型（CLPMs）进行的进一步分析表明，教师情感支持与学业成绩之间以及工具性支持与学业成绩之间存在显著的相互影响。在 RI-CLPMs 或 CLPMs 中均未观察到明显的性别差异。研究结果表明，在有关教师支持和学业成绩的纵向关系中，区分学生之间和学生内部联系非常重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.70

自引率

8.00%

发文量

期刊介绍： The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.