The Influences of Classroom Characteristics and Teacher-Student Relations on Student Academic Achievement

dc.contributor.advisorGottfredson, Gary Den_US
dc.contributor.authorVu, Phuong Annaen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.description.abstractThis study examines close teacher-student relations, classroom characteristics, and interaction effects on student academic grades and standardizes achievement scores. Classroom characteristics including teacher instructional practices, class mean teacher-student relationships, and a classroom index of academic risk are evaluated for their influence on student achievement. The participants are 24,328 students (kindergarten through fifth grade) nested within 946 classrooms from 45 public schools in Virginia. Multilevel analysis tests the student- and classroom-level associations separately for each grade level. Results indicate that close teacher-student relations and teacher self-reported use of good instructional practices predicts positive student academic achievement. Interaction results indicate that the association between close teacher-student relations and student achievement is slightly stronger in classrooms with more academic risk, according to the models examined.en_US
dc.subject.pqcontrolledEducation, Educational Psychologyen_US
dc.subject.pquncontrolledAcademic achievementen_US
dc.subject.pquncontrolledAcademic risken_US
dc.subject.pquncontrolledClassroom characteristicsen_US
dc.subject.pquncontrolledInstructional practicesen_US
dc.subject.pquncontrolledMultilevel analysisen_US
dc.subject.pquncontrolledTeacher-student relationshipen_US
dc.titleThe Influences of Classroom Characteristics and Teacher-Student Relations on Student Academic Achievementen_US


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