The Relationship between Teacher-student Relationship and Academic Achievement: The Mediating Role of Self-efficacy
ZhuZhu Xu 1 * , Chunxia Qi 1
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1 Beijing Normal University, CHINA
* Corresponding Author

Abstract

This study investigated 42,643 eighth grade students from 762 secondary schools in 104 districts and counties in the Z province of mainland China and also test the mediating role of self-efficacy in teacher-student relationship prediction of academic achievement. The results show that there are certain gender differences and regional differences in teacher-student relationship, but they have no practical significance; teacher-student relationship and self-efficacy can significantly predict mathematics academic achievement and both have a positive effect; self-efficacy plays an intermediary role between teacher-student relationship and mathematics achievement, and the ratio of the mediating effect to the total effect is 68%.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/105610

EURASIA J MATH SCI T, 2019 - Volume 15 Issue 10, Article No: em1758

Publication date: 09 May 2019

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Article Downloads: 341

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