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Tag: Early Childhood Education

  • Teacher care is linked to stronger student social-emotional competence

    Teacher care is linked to stronger student social-emotional competence

    What the study found

    Teacher care was positively associated with middle school students’ social-emotional competence. The teacher-student relationship, meaning the quality of interaction between teachers and students, partly mediated this relationship.

    Why the authors say this matters

    The authors conclude that strengthening teachers’ caring behaviors and fostering positive teacher-student relationships may be important for improving adolescents’ social-emotional competence. They also state that the study has practical implications for promoting the harmonious physical and mental health development of middle school students.

    What the researchers tested

    The researchers used 2013-2014 data from the China Education Panel Survey, a nationally representative dataset, to examine teacher care, teacher-student relationship, social-emotional competence, migration status, and related covariates. They analyzed 12,319 valid samples with descriptive statistics, correlation analysis, mediation effect tests, and moderated mediation analysis.

    What worked and what didn't

    Teacher care positively predicted social-emotional competence. Teacher-student relationship partially mediated the connection between teacher care and social-emotional competence, and students’ migration status moderated the link between teacher care and teacher-student relationship.

    What to keep in mind

    The summary does not describe limitations in detail. The findings come from one survey dataset from 2013-2014 and reflect the variables and sample analyzed in that study.

    • Teacher care was positively associated with middle school students’ social-emotional competence.
    • Teacher-student relationship partly mediated the link between teacher care and social-emotional competence.
    • Students’ migration status moderated the relationship between teacher care and teacher-student relationship.
    • The analysis used 12,319 valid samples from the China Education Panel Survey.
    • The authors say the findings support caring teacher behaviors and positive teacher-student relationships.

  • School climate and belonging were linked to academic achievement

    What the study found

    The study found significant associations between school climate, psychological sense of school membership, and academic achievement among adolescent students in public secondary schools in Türkiye. Teacher-student relations and student-student relations were among the school climate dimensions linked to achievement.

    Why the authors say this matters

    The authors conclude that nurturing positive school environments and students’ psychological sense of belonging may be important for improving academic outcomes among adolescent learners. They present these findings as relevant for educators, policymakers, and researchers.

    What the researchers tested

    The researchers analyzed responses from 1,033 students in public secondary schools in Türkiye. They used path analysis to examine relationships among perceptions of school climate, psychological sense of school membership, and academic achievement.

    What worked and what didn't

    Teacher-student relations and student-student relations showed significant associations with academic achievement. Sense of belonging and feeling of rejection partially mediated the link between peer interactions and academic achievement, and they fully mediated the relationship between fairness of school rules and academic achievement.

    What to keep in mind

    The abstract does not describe limitations in detail. The findings are based on responses from adolescent students in public secondary schools in Türkiye, so the scope is limited to that context.

    • The study found significant associations between school climate and academic achievement.
    • Teacher-student and student-student relations were linked to achievement.
    • Sense of school belonging and feeling of rejection mediated some relationships with achievement.
    • Fairness of school rules was fully mediated by belonging and rejection in relation to achievement.
    • The data came from 1,033 adolescent students in public secondary schools in Türkiye.