Perceived teacher support, student engagement, and academic achievement: a meta-analysis
East China Normal University · Chinese University of Hong Kong · +1 more institution
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…
Citation impact
- FWCI
- 136.44
- Percentile
- 100%
- References
- 63
Authors
4Topics & keywords
- Psychology
- Academic achievement
- Meta-analysis
- Student engagement
- Mathematics education
- Student achievement
- Statistical analysis
- Pedagogy
- Quality Education