Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 42, 2022 - Issue 9
1,170
Views
3
CrossRef citations to date
0
Altmetric
Articles

Teacher-student relationship and student engagement: the moderating role of educational hope

ORCID Icon, ORCID Icon & ORCID Icon
Pages 1180-1197 | Received 20 Jan 2021, Accepted 29 Jul 2022, Published online: 05 Aug 2022

References

  • Adamma, O. N., Ekwutosim, O. P., & Unamba, E. C. (2018). Influence of extrinsic and intrinsic motivation on pupils academic performance in mathematics. Supremum Journal of Mathematics Education, 2(2), 52–59. https://doi.org/10.5281/zenodo.1405857
  • Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34. https://doi.org/10.1007/s10648-016-9389-8
  • Amundson, N., Niles, S., Yoon, H. J., Smith, B., In, H., & Mills, L. (2013). Hope-centered career development for university/college students. Canadian Education and Research Institute for Counselling. http://ceric.ca/wp-content/uploads/2012/10/CERIC_Hope-Centered-Career-Research-Final-Report.pdf
  • Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44(5), 427–445. https://doi.org/10.1016/j.jsp.2006.04.002
  • Cai, E. Y. L., & Liem, G. A. D. (2017). “Why do I study and what do I want to achieve by studying?”: Understanding the reasons and the aims of student engagement. School Psychology International, 38(2), 131–148. https://doi.org/10.1177/0143034316686399
  • Chandrasegaran, A. (2005). A success story: English language teaching in Singapore. In G. Braine (Ed.), Teaching English to the world: History, curriculum, and practice (pp. 135–145). Routledge.
  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. https://doi.org/10.1080/10705510701301834
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
  • Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16–29. https://doi.org/10.1037/1082-989X.1.1.16
  • Davis, H. A., & Ashley, S. M. (2003, August 7–10). Middle school teachers’ conceptions of their relationships [Paper presentation]. American Psychological Association (APA) Annual Meeting 2003, Toronto, Canada. https://www.apa.org/news/press/releases/2003/06/convention
  • Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97–131). Springer. https://doi.org/10.1007/978-1-4614-2018-7_5
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
  • Frisby, B. N., & Martin, M. M. (2010). Instructor-student and student-student rapport in the classroom. Communication Education, 59(2), 146–164. https://doi.org/10.1080/03634520903564362
  • Furman, W., & Buhrmester, D. (1985). Children's perceptions of the personal relationships in their social networks. Developmental Psychology, 21(6), 1016–1024. https://doi.org/10.1037/0012-1649.21.6.1016
  • Gowing, A. (2019). Peer-peer relationships: A key factor in enhancing school connectedness and belonging. Educational & Child Psychology, 36(2), 64–77.
  • Granziera, H., Liem, G. A. D., Chong, W. H., Martin, A. J., Collie, R. J., Bishop, M., & Tynan, L. (2022). The role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts. Learning and Instruction, 80, 101619. https://doi.org/10.1016/j.learninstruc.2022.101619
  • Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships. In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 59–71). National Association of School Psychologists.
  • Han, J., & Han, Y. (2019). Cultural concepts as powerful theoretical tools: Chinese teachers' perceptions of their relationship with students in a cross-cultural context. International Journal for the Scholarship of Teaching and Learning, 13(1), 8. https://doi.org/10.20429/ijsotl.2019.130108
  • Hendrickson, K. A. (2012). Student resistance to schooling: Disconnections with education in rural Appalachia. The High School Journal, 95(4), 37–49. https://doi.org/10.1353/hsj.2012.0011
  • Jones, C. N., You, S., & Furlong, M. J. (2012). A preliminary examination of covitality as integrated well-being in college students. Social Indicators Research, 111(2), 511–526. https://doi.org/10.1007/s11205-012-0017-9
  • Kit, P. L., & Tang, P. (2018). Strengthening support for children and youth in Singapore: A personal therapy approach to training paraprofessional counsellors. Asia Pacific Journal of Counselling and Psychotherapy, 9(1), 107–122. https://doi.org/10.1080/21507686.2017.1397035
  • Lamborn, S. D., Nguyen, J., & Bocanegra, J. O. (2013). Hmong American adolescents' perceptions of mothers' parenting practices: Support, authority, and intergenerational agreement. Asian American Journal of Psychology, 4(1), 50–60. https://doi.org/10.1037/a0031045
  • Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83(3), 432–479. https://doi.org/10.3102/0034654313480891
  • Li, J. (2002). A cultural model of learning: Chinese “heart and mind for wanting to learn”. Journal of Cross-Cultural Psychology, 33(3), 248–269. https://doi.org/10.1177/0022022102033003003
  • Li, L., Chen, X., & Li, H. (2020). Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model. Children and Youth Services Review, 113, 104946. https://doi.org/10.1016/j.childyouth.2020.104946
  • Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198–1202. https://doi.org/10.1080/01621459.1988.10478722
  • Liu, Y., Carney, J. V., Kim, H., Hazler, R. J., & Guo, X. (2020). Victimization and students’ psychological well-being: The mediating roles of hope and school connectedness. Children and Youth Services Review, 108, 104674. https://doi.org/10.1016/j.childyouth.2019.104674
  • Lopez, S. J., Rose, S., Robinson, C., Marques, S. C., & Pais-Ribeiro, J. (2009). Measuring and promoting hope in school children. In R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.), Handbook of positive psychology in schools (pp. 37–50). Routledge. https://doi.org/10.1093/oxfordhb/9780195187243.013.0053
  • Luo, R., Tamis-LeMonda, C. S., & Song, L. (2013). Chinese parents’ goals and practices in early childhood. Early Childhood Research Quarterly, 28(4), 843–857. https://doi.org/10.1016/j.ecresq.2013.08.001
  • Madon, S., Jussim, L., & Eccles, J. (1997). In search of the powerful self-fulfilling prophecy. Journal of Personality and Social Psychology, 72(4), 791–809. https://doi.org/10.1037/0022-3514.72.4.791
  • Marengo, D., Jungert, T., Iotti, N. O., Settanni, M., Thornberg, R., & Longobardi, C. (2018). Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims. Educational Psychology, 38(9), 1201–1217. https://doi.org/10.1080/01443410.2018.1481199
  • Markus, H., & Ruvolo, A. (1989). Possible selves: Personalized representations of goals. In L. A. Pervin (Ed.), Goal concepts in personality and social psychology (pp. 211–241). Lawrence Erlbaum Associates.
  • Marsh, H. W. (1993). The multidimensional structure of academic self-concept: Invariance over gender and age. American Educational Research Journal, 30(4), 841–860. https://doi.org/10.1080/00050060310001707257
  • Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092
  • Martin, M. O., Mullis, I. V., & Hooper, M. (Eds.) (2017). Methods and procedures in PIRLS 2016. International Association for the Evaluation of Educational Achievement. https://files.eric.ed.gov/fulltext/ED580352.pdf
  • Mazer, J. (2013). Associations among teacher communication behaviors, student interest, and engagement: A validity test. Communication Education, 62(1), 86–96. https://doi.org/10.1080/03634523.2012.731513
  • Mazer, J. P. (2017). Students’ discrete emotional responses in the classroom: Unraveling relationships with interest and engagement. Communication Research Reports, 34(4), 359–367. https://doi.org/10.1080/08824096.2017.1365233
  • McCoach, B. D., & Siegle, D. (2003). The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63(3), 414–429. https://doi.org/10.1177/0013164403063003005
  • McIlveen, P., Beccaria, G., & Burton, L. J. (2013). Beyond conscientiousness: Career optimism and satisfaction with academic major. Journal of Vocational Behaviour, 83(3), 229–236. https://doi.org/10.1016/j.jvb.2013.05.005
  • MOE (2019). Supporting our students through the years – Evolution of streaming in secondary schools. Ministry of Education Singapore. https://www.moe.gov.sg/microsites/psle-fsbb/assets/infographics/full-subject-based-banding/Evolution-of-Streaming.pdf
  • Muthén, L. K., & Muthén, B. O. (2018). Mplus. Muthén & Muthén.
  • Ng, R. M.-C. (2009). College and character: What did Confucius teach us about the importance of integrating ethics, character, learning, and education? Journal of College and Character, 10(4), 1–7. https://doi.org/10.2202/1940-1639.1045
  • Nie, Y., & Lau, S. (2009). Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective. Contemporary Educational Psychology, 34(3), 185–194. https://doi.org/10.1016/j.cedpsych.2009.03.001
  • OECD. (2004). Student learning: Attitudes, engagement and strategies. In Learning for tomorrow’s world: First results from PISA 2003 (pp. 109–158). OECD Publishing. https://doi.org/10.1787/9789264006416-en
  • OECD. (2017). How can professional development enhance teachers’ classroom practices? Teaching in Focus, 16, 1–5. https://doi.org/10.1787/2745d679-en
  • Ong, Y. K. (2018, September 28). Helping Singapore’s students to learn for life. Today. https://www.todayonline.com/commentary/helping-singaporean-students-learn-life
  • Oyserman, D. (2015). Pathways to success through identity-based motivation. Oxford University Press. https://doi.org/10.1093/oso/9780195341461.003.0004
  • Pituch, K. A., & Stevens, J. P. (2015). Applied multivariate statistics for the social sciences: Analyses with SAS and IBM’s SPSS. Routledge.
  • Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
  • Quin, D., Hemphill, S. A., & Heerde, J. A. (2017). Associations between teaching quality and secondary students’ behavioral, emotional, and cognitive engagement in school. Social Psychology of Education, 20(4), 807–829. https://doi.org/10.1007/s11218-017-9401-2
  • Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/10.1080/00461520.2020.1862657
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications. https://doi.org/10.1521/978.14625/28806
  • Shorey, H. S., & Snyder, C. R. (2002). Hope in the classroom: The role of positive psychology in academic achievement and psychology curricula. APA Education Directoriate: Psychology Teacher Network, 12(1), 1–9. https://doi.org/10.1037/e510872010-002
  • Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams, V. H. III, & Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94(4), 820–826. https://doi.org/10.1037/0022-0663.94.4.820
  • Tien, L., Chu, S., & Huebner, E. S. (2016). The chain of relationships among gratitude, prosocial behavior and elementary school students’ school satisfaction: The role of school affect. Child Indicators Research, 9(2), 515–532. https://doi.org/10.1007/s12187-015-9318-2
  • Tomás, J. M., Gutiérrez, M., Georgieva, S., & Hernández, M. (2019). The effects of self‐efficacy, hope, and engagement on the academic achievement of secondary education in the Dominican Republic. Psychology in the Schools, 57(2), 191–203. https://doi.org/10.1002/pits.22321
  • Van Ryzin, M. J. (2011). Protective factors at school: Reciprocal effects among adolescents’ perceptions of the school environment, engagement in learning, and hope. Journal of Youth and Adolescence, 40(12), 1568–1580. https://doi.org/10.1007/s10964-011-9637-7
  • Veldman, I., van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher-student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55–65. https://doi.org/10.1016/j.tate.2013.01.005
  • Wehmeyer, M., & Shogren, K. A. (2017). Self-determination and hope. In M. W. Gallagher & S. J. Lopez (Eds.), The Oxford handbook of hope. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199399314.013.
  • Wentzel, K. R. (2009). Students' relationships with teachers as motivational contexts. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 301–322). Routledge.
  • Western, H. (2007). Altered living: coping, hope and quality of life after stroke. British Journal of Nursing, 16(20), 1266–1270. https://doi.org/10.12968/bjon.2007.16.20.27573
  • Wong, Z. Y., & Liem, G. A. D. (2021). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107–138. https://doi.org/10.1007/s10648-021-09628-3
  • Wu, S. P., Tan, C., & Ng, C. S. (2020). Educating multicultural citizens from a Confucian heritage: Examples from Singapore. In E. J. Delgado-Algarra & J. M. Ceunca-López (Eds.), Handbook of research on citizenship and heritage education (pp. 501–525). IGI Global. https://doi.org/10.4018/978-1-7998-1978-3.ch023.
  • Yeung, R., & Leadbeater, B. (2010). Adults make a difference: the protective effects of parent and teacher emotional support on emotional and behavioral problems of peer‐victimized adolescents. Journal of Community Psychology, 38(1), 80–98. https://doi.org/10.1002/jcop.20353
  • You, S., Furlong, M. J., Felix, E., Sharkey, J. D., Tanigawa, D., & Green, J. G. (2008). Relations among school connectedness, hope, life satisfaction, and bully victimization. Psychology in the Schools, 45(5), 446–460. https://doi.org/10.1002/pits.20308

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.