Meta-Analysis of the Instructional-Relational Model of Student Engagement and Math Achievement: A Moderation and Mediation Approach

学生参与度和数学成绩的教学关系模型的元分析：一种调节和中介方法

• 批准号: 2300738
• 负责人: Yibing Li
• 金额: $ 50万
• 依托单位: American Institutes for Research in the Behavioral Sciences
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-15 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300738&HistoricalAwards=false
• 关键词: Meta; Analysis; Instructional; Relational; Model

This research synthesis systematically reviews and meta-analyzes the evidence on relationships between teacher support, student engagement, and mathematics achievement in the instructional–relational model framework. The researchers rigorously examine the consistency and variability of the relationships between the domains and constructs across studies. The results of this comprehensive meta-analysis inform the research community on the status of student engagement research by identifying patterns of results among studies, identifying, and resolving sources of disagreement among results, supporting, or rejecting the generalization of primary evidence, and, consequently, contributing to the direct future research in the field.The principal investigator and her team estimate each correlation embedded within the instructional–relational model. Specifically, they (a) meta-analyze the bivariate relationships among teacher support, student engagement, and mathematics achievement, (b) explore the variation or heterogeneity of the relationships with moderators representing student sample characteristics, (c) conduct a structural test of the model, where student engagement mediates the associations between teacher support and mathematics achievement, and (d) examine whether the mediational model varies for different engagement components and different classroom and student characteristics. Taken together the components of the research project provide an opportunity to better understand the nature of each relationship in the instructional–relational model of mathematics classroom learning.This research project is supported by NSF's EDU Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

本研究综述在教学关系模型框架下对教师支持、学生参与和数学成绩之间关系的证据进行了系统的回顾和元分析。研究人员严格检查领域和结构之间关系在不同研究中的一致性和可变性。这一综合荟萃分析的结果通过确定研究之间的结果模式，确定和解决结果之间的不一致来源，支持或拒绝主要证据的概括，从而为该领域的直接未来研究做出贡献，从而为研究社区提供关于学生参与研究的现状。具体地说，他们(A)元分析教师支持、学生参与和数学成绩之间的双变量关系，(B)探索代表学生样本特征的调节变量之间的关系的变异或异质性，(C)对模型进行结构测试，其中学生参与调节教师支持和数学成绩之间的联系，以及(D)检验中介模型是否随着参与成分的不同以及不同的课堂和学生特征而不同。总而言之，研究项目的组成部分提供了一个机会，以更好地理解数学课堂学习的教学-关系模式中每种关系的性质。该研究项目得到了美国国家科学基金会教育核心研究(ECR)计划的支持。ECR计划强调基础STEM教育研究，以产生该领域的基础知识。在基本、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM的参与，以及STEM劳动力发展。该计划支持积累强有力的证据，为理解、构建解释理论并提出干预和创新建议的努力提供信息，以应对STEM兴趣、教育、学习和参与方面的持续挑战。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。