Online citations, reference lists, and bibliographies.

Teacher And Child Variables As Predictors Of Academic Engagement Among Low-Income African American Children.

Carolyn M. Tucker, Rose A. Zayco, Keith Herman, Wendy M Reinke, Mark Trujillo, Kirsten Carraway, Cory E. Wallack, Phyllis D. Ivery
Published 2002 · Psychology
Cite This
Download PDF
Analyze on Scholarcy
Share
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.



This paper is referenced by
A Case Study Investigating the Impact of a Blended International Partnership on Perceptions of Learning and Global Mindedness in a North Carolina High School
Jennifer Ramey Ricks (2014)
Reading, Writing, ' Rithmetic and Relationships: Advisories, the Fourth R in Enhancing Student Achievement?
Marilynn Patterson Grant (2010)
The Middle School Transition in Private Schools: Student Perceptions
Eileen Irby Atkinson (2010)
10.6007/IJARBSS/V7-I14/3687
Motivation and academic achievement: a case study of Malaysian aboriginal (Orang Asli) students
Norlizah Che Hassan (2018)
10.5539/ies.v3n2p161
Enhancing the Efficacy of Lecturers in Educating Student Cohorts Consisting of Culturally Diverse Groups in a Medical University
Srikumar Chakravarthi (2010)
10.1111/bjep.12095
The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement.
Sofie Lietaert (2015)
To Study the Effect of Combined Learning on Students' Educational Achievement in Mathematics
Mahboubeh Nikandish (2016)
10.1080/00313831.2019.1659404
Gender Differences in the Strength of Association between Perceived Support from Teachers and Student Engagement
Edvin Bru (2019)
10.1007/S11218-017-9422-X
Are perceived school climate dimensions predictive of students’ engagement?
Nicolas Fatou (2018)
How does the “Flipped Classroom Model” Impact on Student Motivation and Academic Achievement in a Chemistry Classroom?
Nicole Sookoo-Singh (2018)
10.1002/pits.10048
Creating school environments that deter antisocial behaviors in youth
Wendy M. Reinke (2002)
10.1080/02673843.2009.9748025
Inquiry from the Outside and the Inside: A Mixed Method Study of University Underachievement in China
Shejiao Xu (2009)
10.15446/profile.v22n1.73733
Strategies to Enhance or Maintain Motivation in Learning a Foreign Language
Ana Muñoz-Restrepo (2020)
10.1007/S40299-019-00444-6
Validation of Classroom Teacher Interaction Skills Scale
Yeong Jong Tan (2019)
EFFECT OF TEACHER QUALITY ON STUDENT PERFORMANCE IN MATHEMATICS IN SECONDARY SCHOOLS IN THARAKA NITHI COUNTY, KENYA MIRITI GERALD JULIUS E55/CE/23767/2013
Michael Murage ()
10.1177/0013124509349874
Educators’ Perspectives on Culturally Relevant Programs for Academic Success: The American Excellence Association
Jessica T. DeCuir-Gunby (2010)
The relationship between perceived Affective support, Academic pleasure and Academic Achievement in students of Jondishapour University, Ahvaz, Iran
Siroos Allipour Birgani (2015)
Learning through inquiry: Examining the relationship between child-generated questions, teacher practices, and school readiness in Head Start classrooms
Irena Nayfeld (2014)
10.1590/S0102-46982013000200008
Trajetórias escolares de adolescentes em conflito com a lei
Marina Rezende Bazon (2013)
Factors That Assist Low-Income Students of Color in Pursuing Higher Education
Samantha J. Kaffenbarger (2014)
The Adaptation of Academic Motivation Scale to Turkish
Hülya Karagüven (2012)
Effects of Motivation on Test Performance of First Year Covenant University Students
Olujide A. Adekeye (2012)
10.2139/ssrn.2249878
Current Issues of Motivation, Academic Performance and Internet Use - Implications for an Education of Excellence
Monica Aneta Turturean (2012)
Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms
Gonul Sakiz (2007)
10.1353/etc.0.0047
Promoting Active Engagement in Small Group Learning Experiences for Students with Autism and Significant Learning Needs
Christi R. Carnahan (2008)
10.1348/000709908X304398
The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning.
Eline Sierens (2009)
10.4226/66/5b0650d0839fd
Student Engagement: The Role of Teaching Within an Ecological Model of Adolescent Development
Daniel Quin (2017)
10.3846/BME.2016.329
Why do I Study? The Mediating Effect of Motivation and Self-Regulation on Student Performance
Dorothea Wahyu Ariani (2016)
Stepping Stone or Road Block: An Evaluation of Community Colleges in the Midwest to Improve Attrition and Graduate Percentages of African American Students
Tamela Odom (2019)
10.1080/00461520802392240
Whither Evolutionary Educational Psychology?
David C. Geary (2008)
The effectiveness of instructional coaching and other variables on student achievement as perceived by teachers: Implications for educational leaders
Robert W. Woodruff (2008)
The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs
Xuejing Duan (2018)
See more
Semantic Scholar Logo Some data provided by SemanticScholar