Socioeconomic Status and Engagement: Mediation by Dispositional Hope and Moderation by Teacher-Student Relationship

• In Event: Quantitative Research in School and College Learning Environments

Abstract

This study examined the mediating effect of dispositional hope (DH) and the moderating effect of teacher-student relationship (TSR) on the association between socioeconomic status (SES) and learning engagement (LE). College students (n = 490) from a northern city in Mainland China responded to an online questionnaire. Use of PROCESS 3.5.3 indicated that DH partially mediated the relationship between SES and LE; TRS moderated both the direct path between SES and LE and the indirect path via DH. The findings suggest that good TRS benefits students’ learning process, especially for students with low SES. We may increase engagement through cultivating DH.

Authors

• Tianxue Cui, University of Macau

• Hongzhen Cheng, University of Macau

• Chuang Wang, University of Macau