Classroom Relationship Profiles: Links with Students’ Multiple Goals and Self-Regulated Learning Strategy Use

• In Event: AERA Poster Session Saturday 9:45 am
  In Poster Session: Learning Together: Collaboration, Teaching Strategies, and Identity in Classroom and Community Contexts

Abstract

A person-centered approach was used to investigate how multiple characteristics of a good quality relationship (i.e., validation, caring, and instrumental guidance) with teachers and peers combined to form EFL primary school students’ classroom relationship profiles. Four distinct profiles of classroom relationships were identified: Supportive, Teacher-oriented, Moderate, and Isolated. The profiles were analyzed to see if there was a link to academic achievement goals and SRL in English language learning. Results indicated that students in the Supportive and Teacher-oriented profiles were more likely to have higher English proficiency who adopted multiple achievement goals and used SRL strategies more frequently than those in the Moderate and Isolated profiles when learning English.

Authors

• Qingyao Dan, The Chinese University of Hong Kong

• Barry Bai, Chinese University of Hong Kong

• Yuhong Jiao, The Chinese University of Hong Kong

• Hongfang Li, Baicaoyuan Kindergarten

• Jiatong Zhang, The Chinese University of Hong Kong

• To Chan, The Chinese University of Hong Kong

• Miranda Lin, Illinois State University