Title

The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students

Document Type

Article

Publication Date

5-1-2019

Publication Title

Psychology in the Schools

Volume

56

First Page

765

Last Page

780

Keywords

basic psychological needs, classroom engagement, growth percentiles, network of relationships, norm-referenced scores, standardized assessment

Abstract

© 2019 Wiley Periodicals, Inc. The study examined the extent that teacher–student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self-systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which influenced action (engagement), and consequently, influenced outcome (student score and grade point average-GPA). The findings of the study supported prior research that a TSR positively influenced levels of engagement in the classroom and, consequently, student outcomes as measured by classroom grade point average (GPA) and standardized assessment results. Using an identical methodological setup that substituted student growth percentiles (SGP) for scale scores, it was determined that TSR, basic psychological need satisfaction, and level of engagement do not influence SGP. Implications and potential contributions are discussed.

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