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Teacher-Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study
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Hughes, Jan N.; Luo, Wen; Kwok, Oi-Man; Loyd, Linda K. – Journal of Educational Psychology, 2008
Measures of teacher-student relationship quality (TSRQ), effortful engagement, and achievement in reading and math were collected once each year for 3 consecutive years, beginning when participants were in 1st grade, for a sample of 671 (53.1% male) academically at-risk children attending 1 of 3 school districts in Texas. In separate latent…
Descriptors: Structural Equation Models, Longitudinal Studies, Grade 1, Teacher Student Relationship
The Short-Term Effect of Grade Retention on Peer Relations and Academic Performance of At-Risk First Graders
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Gleason, Katie A.; Kwok, Oi-man; Hughes, Jan N. – Elementary School Journal, 2007
Using latent variable structural equation modeling, we tested a theoretical model positing that grade retention has a positive effect on children's teacher- and peer-rated academic competencies and on sociometric measures of peer acceptance. We also expected that the positive effect of grade retention on peer acceptance would be mediated by…
Descriptors: Grade 1, Grade 2, Peer Acceptance, Grade Repetition
Classroom Engagement Mediates the Effect of Teacher-Student Support on Elementary Students' Peer Acceptance: A Prospective Analysis
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Hughes, Jan N.; Kwok, Oi-man – Journal of School Psychology, 2006
Participants were 360 (52.2% male) ethnically diverse and academically at-risk first-grade children attending one of three school districts in southeast and central Texas. Using latent variable structural equation modeling, we tested a theoretical model positing that the quality of the teacher-student relationship in first grade predicts…
Descriptors: Grade 1, Peer Acceptance, Teacher Student Relationship, Student Participation
Influence of Student-Teacher and Parent-Teacher Relationships on Lower Achieving Readers' Engagement and Achievement in the Primary Grades
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Hughes, Jan; Kwok, Oi-man – Journal of Educational Psychology, 2007
Participants were 443 (52.6% male, 47.4% female) ethnically diverse, 1st-grade, lower achieving readers attending 1 of 3 school districts in Texas. Using latent variable structural equation modeling, the authors tested a theoretical model positing that (a) the quality of teachers' relationships with students and their parents mediates the…
Descriptors: Organizations (Groups), African American Students, Structural Equation Models, Academic Achievement