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Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis

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Abstract

This study examined whether the teacher-student relationship (TSR) served as a protective factor for students from families of lower socioeconomic status (SES). It was based on data from a standard mathematics assessment and survey using student and teacher questionnaires that were developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2016, which included 8707 fourth-grade Chinese students nested within 164 classes. We used multilevel structural equation models (MSEM) to investigate the mediating role of self-efficacy in mathematics in the relationship between SES and mathematics achievement and the moderating role of TSR in the direct and indirect relationship between SES and mathematics achievement at both the student-level and the class-level. The results suggested that the effect of SES on mathematics achievement was mediated by academic self-efficacy in mathematics both at the student-level and the class-level. The results also demonstrated a significant interaction between TSR and SES for self-efficacy both at the student-level and the class-level. Additionally, statistics indicated that TSR moderated the indirect relationship between SES and achievement via academic self-efficacy in mathematics.

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Data Availability

The data that support the findings of this study are available from Collaborative Innovation Center of Assessment toward Basic Education Quality but restrictions apply to the availability of these data, which were used under license for the current study, and so are not publicly available. Data are however available from the authors upon reasonable request and with permission of Collaborative Innovation Center of Assessment toward Basic Education Quality.

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Acknowledgements

The collection of the data used in the present study was funded by the Collaborative Innovation Center of Assessment Toward Basic Education Quality (CICA-BEQ) at Beijing Normal University.

Funding

This article is supported by National Natural Science Foundation of China (32071091);

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Authors and Affiliations

  1. Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China

    Hongyun Liu

  2. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China

    Qimeng Liu, Xiaofeng Du & Jian Liu

  3. University of Macau, Faculty of Education, Taipa, Macau, China

    Cathy Ka Weng Hoi

  4. University of Alabama, College of Education, Tuscaloosa, AL, USA

    Cathy Ka Weng Hoi & Randall E. Schumacker

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Appendix

Appendix

Table 4 Items of self-efficacy in mathematics
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Table 5 Items of teacher-student relationships (TSR)
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Liu, H., Liu, Q., Du, X. et al. Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis. Curr Psychol 42, 3268–3283 (2023). https://doi.org/10.1007/s12144-021-01598-7

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