The DOI matches its Crossref record; 62 of the 62 references it cites were found in a registry or an index.
Perceived teacher support, student engagement, and academic achievement: a meta-analysis
Abstract
Guided by the self-system process model, the aim of this study was to unravel the relationship between students’ perceived teacher support and academic achievement as well as to address the role of student engagement, using a meta-analytic approach. Based on 71 empirical articles, we found that there was a small to medium correlation between perceived teacher support and achievement (r = 0.16), moderated by grade level, dimensions of teacher support, and measures of academic achievement. Perceived teacher support had the greatest impact on achievement among upper-secondary students, while also had a larger influence on student course grades than standardised test scores. Meanwhile, perceived emotional support had a larger effect size than autonomy or academic support on student achievement. In terms of mediating analysis, both general student engagement and its sub-types (behavioural, cognitive, and emotional engagement) partially mediated the relation between perceived teacher support and student achievement.
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Cites
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The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
Deci, E. L., & Ryan, R. M. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_01 · Cited by 34,210 · cited 10×
“Students become engaged learners and are intrinsically motivated to improve their academic performance when they perceive that the surrounding learning environments fulfill their basic psychological needs for autonomy, competence, and relatedness (Deci & Ryan, 2000).”
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School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · cited 9×
“This study adopted self-determination theory’s (SDT; Deci & Ryan, 2000; Ryan & Deci, 2000) classification of teacher support, Fredricks et al. (2004) taxonomy of student engagement, and self-system process model’s (Connell & Wellborn, 1991; Klem & Connell, 2004) theoretical framework.”
BackgroundMethodInfluentialToward an experimental ecology of human development.
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Meta-Analytic Procedures for Social Research
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“Hence, by providing instructional help, assigning learning activities that are appropriate to their abilities, and providing informational feedback, teachers can help students achieve competence (Leon et al., 2017; Skinner & Belmont, 1993).”
BackgroundInfluential
Cited by
Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study
Wang, Y., & Xue, L. (2024) · Computers in Human Behavior · doi:10.1016/j.chb.2024.108353 · Cited by 328
Tang, L., & Zhu, X. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1332909 · Cited by 74
Gong, W., & Xu, C. (2024) · Sage Open · doi:10.1177/21582440241293327 · Cited by 8
Metadata
- Authors
- Tao, Y., Meng, Y., Gao, Z., & Yang, X.
- Venue
- Educational Psychology
- Publisher
- Informa UK Limited
- Published
- 2022-02-15
- Volume
- 42
- Issue
- 4
- Pages
- 401-420
- ISSN
- 0144-3410 (ISSN-L)
- 1469-5820
- OpenAlex
- W4213022538
- Cited by
- 339
- References
- 62
- FWCI
- 8.85
- Type
- journal article
- Language
- en
- Open access
- closed
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- Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: a meta-analysis. Educational Psychology. https://doi.org/10.1080/01443410.2022.2033168
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
