The Moderating Role of the Student-Teacher Relationship on Racial/Ethnic Identity Belonging and Self-Efficacy

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Illuminating Adult/Child, Teacher/Learner Relationships Through Critical Mixed and Quant Methodologies (Table 24)

Abstract

Self-efficacy is important to student academic and behavioral success, especially for racially/ethnically minoritized students. Racial/ethnic identity belonging mitigates this decline. There is a positive association between racial/ethnic identity and students’ relationships with teachers. However, little is known regarding if student/teacher relationships strengthen or weaken the association between racial/ethnic belonging and self-efficacy. Structural equation modeling was used to fit the latent variable analytic models examining the moderating role of student-teacher relationships on the relationship between racial/ethnic identity belonging and self-efficacy. Results indicated a significant and positive main effect for racial/ethnic identity belonging (β = .37, p = 0.004), and a significant interaction effect between racial/ethnic identity belonging and student-teacher relationships (β = -0.251, p = 0.001). Implications are discussed.

Author

• Amy E. Fisher, University of Wisconsin - Madison