Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study.

2008/01/01 by Jan N. Hughes, Wen Luo, Oi‐Man Kwok +2 · 707 citations
Psychology · Social Sciences · #Academic achievement #Association (psychology) #Child Development and Digital Technology #Covariate #Developmental psychology #Early Childhood Education and Development #Longitudinal study #Mathematics education #Moderation #Parental Involvement in Education #Psychology #Reading (process) #Social psychology #Structural equation modeling #Student engagement

paper · open access · doi:10.1037/0022-0663.100.1.1

published in Journal of Educational Psychology 100(1), 1-14 (American Psychological Association)

openalex publication_date 2008/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01

Abstract

Measures of teacher-student relationship quality (TSRQ), effortful engagement, and achievement in reading and math were collected once each year for 3 consecutive years, beginning when participants were in 1st grade, for a sample of 671 (53.1% male) academically at-risk children attending 1 of 3 school districts in Texas. In separate latent variable structural equation models, the authors tested the hypothesized model, in which Year 2 effortful engagement mediated the association between Year 1 TSRQ and Year 3 reading and math skills. Conduct engagement was entered as a covariate in these analyses to disentangle the effects of effortful engagement and conduct engagement. Reciprocal effects of effortful engagement on TSRQ and of achievement on effortful engagement were also modeled. Results generally supported the hypothesized model. Year 1 variables had a direct effect on Year 3 variables, above year-to-year stability. Findings suggest that achievement, effortful engagement, and TSRQ form part of a dynamic system of influences in the early grades, such that intervening at any point in this nexus may alter children's school trajectories.

Citations

• Testing Mediational Models With Longitudinal Data: Questions and Tips in the Use of Structural Equation Modeling.
• Effects of Academic Tutoring on the Social Status of Low-Achieving, Socially Rejected Children
• Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.

Cited by

• Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?
• Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks
• Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy
• Learning-related skills and academic achievement in academically at-risk first graders
• Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning
• Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes
• The relations between teacher-child relationships in preschool and children's outcomes in kindergarten
• The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories
• LLM feedback for academic writing: Effects on students’ performance and engagement
• Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement
• Attachment in the Classroom
• A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement
• Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success
• The Math and Science Engagement Scales: Scale development, validation, and psychometric properties
• The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality?
• What role do comprehension‐oriented learning strategies have in solving math calculation and word problems at the end of middle school?
• I Don’t Think You Like Me Very Much
• Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis
• Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. [europepmc]
• Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes. [europepmc]
• Evidence of convergent and discriminant validity of child, teacher, and peer reports of teacher-student support. [europepmc]
• Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self efficacy. [europepmc]
• Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment. [europepmc]
• Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools. [europepmc]
• Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children's academic success. [europepmc]
• Teacher-student relationships and school adjustment: progress and remaining challenges. [europepmc]
• Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement. [europepmc]
• Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity. [europepmc]
• An integrative view of school functioning: transactions between self-regulation, school engagement, and teacher-child relationship quality. [europepmc]
• Teacher-Student Relationship and Peer Disliking and Liking Across Grades 1-4. [europepmc]
• Staying Engaged: Knowledge and Research Needs in Student Engagement. [europepmc]
• Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School. [europepmc]
• Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching-learning Task. [europepmc]
• Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement. [europepmc]
• The Effect of Direct and Vicarious Police Contact on the Educational Achievement of Urban Teens. [europepmc]
• School functioning and internalizing problems in young schoolchildren. [europepmc]
• Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context. [europepmc]
• Students' Trait Emotional Intelligence and Perceived Teacher Emotional Support in Preventing Burnout: The Moderating Role of Academic Anxiety. [europepmc]
• How Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking. [europepmc]
• Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School. [europepmc]
• The Effect of Students' Perception of Teachers' Emotional Support on School Burnout Dimensions: Longitudinal Findings. [europepmc]
• Proactive Personality and Academic Engagement: The Mediating Effects of Teacher-Student Relationships and Academic Self-Efficacy. [europepmc]
• How teacher and classmate support relate to students' stress and academic achievement. [europepmc]

Related

• The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories
• Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement
• The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality?
• Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?
• Developmental trajectories of children’s behavioral engagement in late elementary school: Both teachers and peers matter.