Personal Strengths and Perceived Teacher Support as Predictors of Singapore Students' Academic Risk Status

Autor/inn/en	Caleon, Imelda S.; Wui, Ma. Glenda L.; Chiam, Ching Leen; King, Ronnel B.; Tan, Jennifer Pei-Ling; Tan, Chee Soon
Titel	Personal Strengths and Perceived Teacher Support as Predictors of Singapore Students' Academic Risk Status
Quelle	In: Educational Psychology, 37 (2017) 8, S.983-1000 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2016.1259460
Schlagwörter	Foreign Countries; Predictor Variables; Goal Orientation; Empathy; At Risk Students; Regression (Statistics); Teacher Student Relationship; Professional Autonomy; Self Determination; Theories; Interpersonal Competence; Emotional Response; Emotional Intelligence; Elementary School Students; Student Surveys; Cognitive Ability; Achievement Tests; Singapore + Suchen Sie Ihr Suchwort? Ausland; Prädiktor; Zielorientierung; Zielvorstellung; Empathie; Regression; Regressionsanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Berufsfreiheit; Selbstbestimmung; Theory; Theorie; Interpersonale Kompetenz; Emotionales Verhalten; Emotionale Intelligenz; Schülerbefragung; Denkfähigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Singapur
Abstract	This study explored the relative salience of students' personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort's mean score in a national test administered at the end of primary education, and were identified as low risk (n = 309) or high risk (n = 396), based on their S1 achievement score in the English Language subject. Logistic regression analysis was conducted with academic risk status as criterion variable and the following potential predictors: students' background variables (i.e. socio-economic status, cognitive ability and initial achievement), personal strengths, teacher-student relatedness, and teacher autonomy and competence support. After controlling for the effects of the students' background variables, teacher trust emerged as the strongest (negative) and most stable predictor of high-risk status; teacher alienation and teacher-student communication were found as significant positive predictors of students' placement in the high-risk group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01