The Importance of Teacher Support and Equity in Student Engagement and Achievement in Low SES School Contexts

• Authors: Jurate Cesnaviciene , Loreta Buksnyte-Marmiene , Agne Brandisauskiene

Abstracts

EN

Low socioeconomic status (SES) is often seen as a risk factor for lower academic achievement, so this study explains how teacher support and equity are related to higher student engagement and achievement in low SES school contexts. Based on the results, student behavioural engagement is related to their achievement. The results of the multiple regression analysis show that teacher support and equity predict student emotional engagement statistically significantly, while behavioural engagement predicts only equity. No significant teacher support and equity prognostic values were found for student achievements. The study’s results encourage further research and the search for answers to the question of what kind of teacher behaviour creates a favourable learning environment for all students in low SES context schools.

Keywords

EN

engagement; equity; socioeconomic status; Student achievement; teacher support

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2022
• Volume: 69
• Pages: 157-169

Dates

published

2022

Contributors

author

Jurate Cesnaviciene

• Vytautas Magnus University, Kaunas, Lithuania

• https://orcid.org/0000000164059173

author

Loreta Buksnyte-Marmiene

• Vytautas Magnus University, Kaunas, Lithuania

• https://orcid.org/0000000192682659

author

Agne Brandisauskiene

• Vytautas Magnus University, Kaunas, Lithuania

• https://orcid.org/0000000251873739

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Identifiers

DOI

10.15804/tner.2022.69.3.12

Biblioteka Nauki

2140617