Intellectual Curiosity as a Mediator between Teacher–Student Relationship Quality and Emirati Science Achievement in PISA 2022

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Nagla Ali, Othman Abu Khurma, Adeeb Jarrah
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Abstract

This study investigates the mediating role of intellectual curiosity (IC) in the relationship between teacher–student relationship quality (TSR) and science achievement among Emirati early adolescents. The objectives were to assess TSR’s predictive power on science achievement, evaluate IC’s impact on science achievement, examine the combined effect of TSR and IC, and investigate IC’s mediating role. Data from 17,475 valid cases in the PISA dataset were analyzed using Jeremy Hayes’ PROCESS macro, multiple regression models, and bootstrapping with 5000 resamples. The results indicated that TSR significantly and directly affects IC, which in turn positively influences science achievement. TSR’s direct effects on science achievement varied across cases, but IC consistently showed strong positive effects on science achievement, underscoring its critical role as a predictor of academic success. IC was found to significantly mediate the relationship between TSR and student performance. The findings suggest that enhancing both TSR and IC is essential for student success in science. The study’s implications for educational practices and policies include developing teacher training programs focused on building strong relationships with students and fostering intellectual curiosity through questioning and problem-solving. Specifically, educators should focus on skills and strategies for interacting with students, showing empathy, and forming strong relationships. Implementing ongoing practices that emphasize the intellectual aspects of learning can help students build curiosity, thereby improving their academic performance. The study provides valuable insights into the interactions between TSR and IC and their impact on students’ academic outcomes.
求知欲是 2022 年国际学生评估项目(PISA)中师生关系质量与阿联酋科学成就之间的调解因素
本研究调查了求知欲(IC)在阿联酋青少年师生关系质量(TSR)和科学成就之间的中介作用。研究目的是评估 TSR 对科学成绩的预测能力,评估 IC 对科学成绩的影响,考察 TSR 和 IC 的综合效应,以及 IC 的中介作用。我们使用杰里米-海耶斯的 PROCESS 宏、多元回归模型和 5000 个重样的引导法对 PISA 数据集中 17475 个有效案例的数据进行了分析。结果表明,TSR 对 IC 有明显的直接影响,而 IC 又对科学成绩有积极影响。TSR 对科学成绩的直接影响在不同情况下各不相同,但 IC 始终对科学成绩表现出强烈的正向影响,突出了其作为学业成功预测因子的关键作用。研究发现,集成电路对 TSR 和学生成绩之间的关系起着重要的中介作用。研究结果表明,提高 TSR 和 IC 对学生在科学领域取得成功至关重要。该研究对教育实践和政策的启示包括:制定教师培训计划,重点是与学生建立牢固的关系,并通过提问和解决问题培养学生的求知欲。具体来说,教育工作者应重点关注与学生互动、表达同理心和建立牢固关系的技能和策略。持续开展强调学习智力方面的实践活动可以帮助学生培养好奇心,从而提高他们的学习成绩。本研究就 TSR 和 IC 之间的相互作用及其对学生学业成绩的影响提供了宝贵的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Education Sciences
Education Sciences Social Sciences-Education
CiteScore
4.80
自引率
16.70%
发文量
770
审稿时长
11 weeks
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