Teacher and child variables as predictors of academic engagement among low‐income African American children
Open accessAbstract
A causal model for understanding the complex interplay between student‐reported teacher behaviors, student self‐systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self‐system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self‐system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students. © 2002 Wiley Periodicals, Inc.
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The systematic review found that most studies described autonomy support and structure as independent but positively related, with correlations ranging from r = 0.01 to r = 0.87.
“The majority of studies (86 out of 94 studies) described the two constructs as two independent but positively related aspects of teachers' instructional approaches (e.g., Connell & Wellborn, 1991;Skinner & Belmont, 1993;Tucker et al., 2002).Correlations between autonomy support and structure ranged from r = 0.01 to r = 0.87.”
From Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis (2025) · cites this paper as Tucker et al., 2002
The Perceived Teacher Context section (page unavailable) measures autonomy support and structure as separate subscales, so Tucker et al. is an example of treating them as distinct constructs. Our copy does not report a correlation between those two subscales or establish that they are positively related. The review-wide count of 86 out of 94 studies and the range r = 0.01–0.87 are not findings of this study. (LLM, conf=0.82)
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“The majority of studies (86 out of 94 studies) described the two constructs as two independent but positively related aspects of teachers’ instructional approaches (e.g., Connell & Wellborn, 1991; Skinner & Belmont, 1993; Tucker et al., 2002).”
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Reinke, W. M., Herman, K. C., & Copeland, C. (2022) · Springer eBooks · doi:10.1007/978-3-031-07853-8_25 · Cited by 13 · see citing works
Self-citationPsychosocial Correlates of Motivation for Academic Accomplishment among University Students
Hamdan‐Mansour, A. M., Hamaideh, S. H., Azzeghaiby, S. N., Hanouneh, S. I., & Aboshaiqah, A. E. (2015) · Open Journal of Medical Psychology · doi:10.4236/ojmp.2015.41001 · Cited by 13 · see citing works
Enhancing student engagement in pre-vocational and vocational education: a learning history
van Uden, J. M., Ritzen, H., & Pieters, J. M. (2016) · Teachers and Teaching · doi:10.1080/13540602.2016.1200545 · Cited by 13 · see citing works
The Role of Teachers in Addressing Childhood Obesity: A School-Based Approach
Snelling, A. M., Hawkins, M., McClave, R., & Belson, S. I. (2023) · Nutrients · doi:10.3390/nu15183981 · Cited by 12 · see citing works
- Authors
- Tucker, C. M., Zayco, R. A., Herman, K. C., Reinke, W. M., Trujillo, M., Carraway, K., Wallack, C., & Ivery, P. D.
- Affiliations
- University of Florida (US)
- Reed College (US)
- University of Oregon (US)
- Venue
- Psychology in the Schools
- Publisher
- Wiley
- Published
- 2002-05-29
- Volume
- 39
- Issue
- 4
- Pages
- 477-488
- ISSN
- 0033-3085 (ISSN-L)
- 1520-6807
- OpenAlex
- W2043272979
- Cited by
- 250
- References
- 20
- Citations by year
- 2026: 3 · 2025: 11 · 2024: 9 · 2023: 9 · 2022: 8 · 2021: 10 · 2020: 12 · 2019: 17 · 2018: 16 · 2017: 13 · 2016: 16 · 2015: 19 · 2014: 18 · 2013: 15 · 2012: 17
- FWCI
- 4.80
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Psychology in the Schools (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Parental Involvement in Education
- Keywords
- academic engagement, African American students, low-income students, teacher participation, teacher autonomy support, perceived competence, perceived autonomy, mediation model, causal models, student engagement
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