Donghyun Kang, Laura M. Stough, Myeongsun Yoon, Jeffrey Liew
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引用次数: 0
Abstract
Abstract This study examined gender differences in the associations among teacher–student relationships and three types of school engagement (i.e. behavioural engagement, emotional engagement, and cognitive engagement) among elementary students by using Multi-Group Structural Equation Modelling (MGSEM). For both boys and girls, negative teacher–student relationships (i.e. Conflict) had a stronger association with their school engagement than did positive teacher–student relationships (i.e. Closeness). However, several salient gender discrepancies were found. Specifically, Conflict had a stronger relation with girls’ emotional engagement than it did with boys’ emotional engagement. Girls’ cognitive engagement had no significant association with their teacher–student relationship, while boys’ cognitive engagement was predicted by both Closeness and Conflict. Theoretical and practical implications were discussed.
期刊介绍：
This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.
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