TY - JOUR
T1 - Students’ self-regulation and achievement in basic reading and math skills
T2 - the role of student–teacher relationships in middle childhood
AU - Zee, Marjolein
AU - de Bree, Elise
PY - 2017/5/4
Y1 - 2017/5/4
N2 - In this study, we explored both direct and indirect contributions of students’ perceptions of the student–teacher relationship quality (i.e., closeness and conflict) to domains of self-regulation (i.e., task-orientation and metacognition) and basic reading and math skills (i.e., timed word reading and math performance) in middle childhood. Participants were 370 third-to-fifth graders from different regular elementary classrooms across the Netherlands. Using structural equation modelling, evidence was found for positive direct associations between student-perceived closeness and both domains of self-regulation, and a negative direct association between student-perceived conflict and task-orientation. However, indirect associations of closeness and conflict with students’ achievement in basic math and reading skills, through task-orientation and metacognition, could not be established. These results suggest that students’ perceptions of the relationship quality, and closeness in particular, may be especially important for their ability to regulate motivational and cognitive aspects of their own learning.
AB - In this study, we explored both direct and indirect contributions of students’ perceptions of the student–teacher relationship quality (i.e., closeness and conflict) to domains of self-regulation (i.e., task-orientation and metacognition) and basic reading and math skills (i.e., timed word reading and math performance) in middle childhood. Participants were 370 third-to-fifth graders from different regular elementary classrooms across the Netherlands. Using structural equation modelling, evidence was found for positive direct associations between student-perceived closeness and both domains of self-regulation, and a negative direct association between student-perceived conflict and task-orientation. However, indirect associations of closeness and conflict with students’ achievement in basic math and reading skills, through task-orientation and metacognition, could not be established. These results suggest that students’ perceptions of the relationship quality, and closeness in particular, may be especially important for their ability to regulate motivational and cognitive aspects of their own learning.
KW - basic reading and math skills
KW - middle childhood
KW - self-regulation
KW - Student–teacher relationships
UR - http://www.scopus.com/inward/record.url?scp=84973621044&partnerID=8YFLogxK
U2 - 10.1080/17405629.2016.1196587
DO - 10.1080/17405629.2016.1196587
M3 - Article
AN - SCOPUS:84973621044
SN - 1740-5629
VL - 14
SP - 265
EP - 280
JO - European Journal of Developmental Psychology
JF - European Journal of Developmental Psychology
IS - 3
ER -