On the different effects of teacher–student rapport on urban and rural students' math learning in China
An empirical study
Bibliographic Data
| ID | 21375871 |
|---|---|
| Authors | Da Zhou (0000-0002-9463-6637, Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University Beijing China, corresponding author), Jinqing Liu (0000-0001-7818-5875, Department of Curriculum and Instruction Indiana University Bloomington Indiana USA, corresponding author), Jian Liu (0000-0002-1447-0973, Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University Beijing China) |
| Year | 2021 |
| Volume | 58 |
| Issue | 2 |
| Pages | 268-285 |
| Publication date | 2021-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22446 |
| OpenAlex | W3101340051 |
| Language | EN |
| Citations received | 6 |
| References cited | 51 |
This study investigated the different effects of teacher–student rapport on urban and rural students' math learning via mathematics self‐efficacy and mathematics anxiety in China. The participants were 8145 urban and rural fourth graders (mean age = 10 years old) in a central city of China. The findings indicated that (a) compared with rural students, urban students reported significantly higher mean scores for teacher–student rapport, mathematics self‐efficacy, and mathematical academic outcome, and significantly lower mean scores for mathematics anxiety; (b) students perceived teacher–student rapport in urban and rural schools had a substantial effect on students' mathematical academic outcome through increasing students' mathematics self‐efficacy and alleviating students' mathematics anxiety; and (c) teacher–student rapport in rural schools majorly increased their students' mathematical academic outcome via boosting rural students' mathematics self‐efficacy rather than reducing their mathematical anxiety, which is significantly different from that for urban students. Implications and future directions are elaborated
Anxiety · China · Geography · Mathematical anxiety · Mathematics education · Rural area · Self-efficacy · Early Childhood Education and Development · Education, Achievement, and Giftedness · Medicine · Parental Involvement in Education · Psychology · Social Psychology
Sources of mathematics and science self-efficacy in primary and secondary education
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School context and instructional capacity
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Does Self-Efficacy Mediate the Effect of Primary School Teachers’ Emotional Support on Learning Behavior and Academic Skills
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| Unique citing works | 6 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |