Relationships Matter: The Role of Teacher-Student Relationships in Predicting Engagement, Achievement, and High School Dropout (Poster 32)

• In Event: AERA Poster Session Twelve
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 1

Abstract

This study examined how teacher-student relationships (TSRs) in 9th grade predict engagement and math achievement in 9th grade and high school dropout in 12th grade, using the High School Longitudinal Study 2009 data. A multi-group analytic approach was also employed to investigate how these relationships differ depending on students’ bilingual status. A multi-group structural equation model revealed no significant differences in all latent means and path coefficients between non-bilingual (n = 17,863) and bilingual (n = 3,556) groups. For both groups, the structural invariance model showed that TSRs positively predicted engagement and math achievement, but negatively predicted high school dropout. The findings highlight the important role of TSRs in engagement, achievement, and school completion for both non-bilingual and bilingual students.

Authors

• Eun Ha Kim, Michigan State University
  Presenting Author

• You-kyung Lee, Sookmyung Women's University
  Non-Presenting Author

• Jennifer A. Schmidt, Michigan State University
  Non-Presenting Author