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

本研究综合系统地回顾和元分析了在教学关系模型框架下教师支持、学生参与和数学成绩之间关系的证据。研究人员严格检查了跨研究领域和结构之间关系的一致性和可变性。这项综合荟萃分析的结果通过识别研究结果的模式，识别和解决结果之间分歧的来源，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，从而告知研究界学生参与研究的现状。首席研究员和她的团队估计了嵌入在教学关系模型中的每一个相关性。具体来说，他们(a)对教师支持、学生投入和数学成绩之间的双变量关系进行元分析，(b)用代表学生样本特征的调节因子探索关系的变异或异质性，(c)对模型进行结构检验，其中学生投入在教师支持和数学成绩之间的关联中起中介作用。(d)检验中介模型是否因不同的投入成分和不同的课堂和学生特征而变化。综合研究项目的组成部分，提供了一个更好地理解数学课堂学习的教学关系模型中每个关系的本质的机会。本研究项目由美国国家科学基金会EDU核心研究（ECR）项目支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。该项目支持积累有力的证据，为理解、构建理论进行解释提供信息，并提出干预和创新建议，以应对STEM兴趣、教育、学习和参与方面的持续挑战。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.