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Direct linkAytürk, Ezgi; Cham, Heining; Jennings, Patricia A.; Brown, Joshua L. – Educational and Psychological Measurement, 2020
Methods to handle ordered-categorical indicators in latent variable interactions have been developed, yet they have not been widely applied. This article compares the performance of two popular latent variable interaction modeling approaches in handling ordered-categorical indicators: unconstrained product indicator (UPI) and latent moderated…
Descriptors: Evaluation Methods, Grade 3, Grade 4, Grade 5
Yarnell, Lisa M.; Bohrnstedt, George W. – American Educational Research Journal, 2018
This study examines student-teacher "racial match" for its association with Black student achievement. Multilevel structural equation modeling was used to analyze 2013 National Assessment for Educational Progress (NAEP) Grade 4 Reading Assessment data to examine interactions of teacher race and student race in their associations with…
Descriptors: Hierarchical Linear Modeling, African American Students, Hispanic American Students, Educational Policy
Li, Hongli – Assessment in Education: Principles, Policy & Practice, 2016
Drawing on the programme for international student assessment 2009 US data-set, this study examines the relationship between formative assessment and students' reading achievement using a structural equation modelling approach. We find that formative assessment is positively related to students' reading achievement directly and indirectly (through…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Secondary School Students
Arens, A. Katrin; Morin, Alexandre J. S. – Journal of Educational Psychology, 2016
Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers' emotional exhaustion and educational outcomes…
Descriptors: Teacher Burnout, Outcomes of Education, Self Concept, Teacher Student Relationship
Archambault, I.; Pagani, L. S.; Fitzpatrick, C. – Learning and Instruction, 2013
Using structural equation modeling with a population-based cohort of French-speaking children from Quebec (Canada), prospective associations were made between two previously established factors underlying student performance--classroom engagement and the teacher-student relations. Our results show developmental continuity in classroom engagement…
Descriptors: Foreign Countries, Structural Equation Models, French Canadians, Academic Achievement
Moritz Rudasill, Kathleen; Pössel, Patrick; Winkeljohn Black, Stephanie; Niehaus, Kate – Early Child Development and Care, 2014
The combination of changes occurring at the transition to middle school may be a catalyst for the onset of depressive symptoms, yet teacher support at this transition is protective. Research points to certain temperamental traits as risk factors for developing depressive symptoms. This study examines student reports of teacher support and teacher…
Descriptors: Personality, Depression (Psychology), Symptoms (Individual Disorders), Teacher Student Relationship
Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2012
Components of the home environment are associated with children's academic functioning. The accumulation of risks in the home are expected to prove more detrimental to achievement than any one risk alone, but the processes accounting for this relation are unclear. Using an index of cumulative home risk (CHR) inclusive of protective factors, as…
Descriptors: Academic Achievement, Predictor Variables, Risk Assessment, Family Environment
Chen, Shin-Feng; Lin, Chien-Yu; Wang, Jing-Ru; Lin, Sheau-Wen; Kao, Huey-Lien – International Journal of Science Education, 2012
This study aimed to examine whether the relationships among family resources, school climate, learning participation, science attitude, and science achievement are different between primary school students and junior high school students within one educational system. The subjects included 4,181 Grade 4 students and 5,074 Grade 8 students who…
Descriptors: Academic Achievement, Science Achievement, School Activities, Context Effect
Rudasill, Kathleen Moritz; Reio, Thomas G., Jr.; Stipanovic, Natalie; Taylor, Jennifer E. – Journal of School Psychology, 2010
This study examines the mediating role of student-teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 41/2 and risky behavior in 6th grade. The longitudinal sample of participants (N = 1156) was from the NICHD Study of Early Child Care and…
Descriptors: Family Income, Structural Equation Models, Conflict, Early Adolescents
Chen, Yi-Hsin; Thompson, Marilyn S.; Kromrey, Jeffrey D.; Chang, George H. – Journal of Experimental Education, 2011
In this article, the authors investigated the relations of students' perceptions of teachers' oral feedback with teacher expectancies and student self-concept. A sample of 1,598 Taiwanese children in Grades 3 to 6 completed measures of student perceptions of teacher oral feedback and school self-concept. Homeroom teachers identified students for…
Descriptors: Feedback (Response), Student Attitudes, Structural Equation Models, Discriminant Analysis
Huang, Chin-Fang – ProQuest LLC, 2010
The purpose of the present study was to examine the relations among Taiwanese elementary school children's effortful control, social relationships and their adjustment at school. Data were gathered on 407 third- to sixth-grade children (81 third graders, 79 fourth graders, 116 fifth graders, and 131 sixth graders) attending three low- to…
Descriptors: Foreign Countries, Elementary School Students, Correlation, Questionnaires
Huang, Denise; Coordt, Allison; La Torre, Deborah; Leon, Seth; Miyoshi, Judy; Perez, Patricia; Peterson, Cynthia – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2007
The relationship between afterschool staff and students is very important for encouraging and promoting longevity in school. The primary goal of this study was to examine the connection between perceptions of staff-student relationships and the educational values, future aspirations, and engagement of LA's BEST students. To this end, we…
Descriptors: Structural Equation Models, Student Surveys, Social Capital, Teacher Student Relationship
