Meta-Analytic Structural Equation Modeling: A Comparison of Teacher-Student Relations From 2011 to 2018

• In Event: Measurement Invariance and Longitudinal Modeling

Abstract

A meta-analytic structural equation modeling (MASEM) analysis with a two-stage meta-analytic structural equation modeling (TSSEM) approach compared hypothesized path models based on prior 2011 data and prior 2018 data. The prior 2011 data came from 45 selected studies to compute a pooled correlation matrix. The analysis tested the direct, indirect, and mediating effects among positive and negative teacher-student relations (TSR), student engagement, and student achievement. Results indicated a significant mediation effect of student engagement on positive TSR and student achievement, and a negative mediation effect of student engagement on negative TSR and student achievement. MASEM provided a method to investigate differences in hypothesized relations among variables summarized over several years in the research literature.

Authors

• Cathy Ka Weng Hoi, University of Saint Joseph

• Randall E. Schumacker, The University of Alabama