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http://dx.doi.org/10.7468/jksmee.2021.35.1.97

A Longitudinal Study on the Effect of Teacher Characteristics Perceived by Students on Mathematics Academic Achievement: Targeting Middle and High School Students  

Kim, YongSeok (Sungkyunkwan University)
Publication Information
Communications of Mathematical Education / v.35, no.1, 2021 , pp. 97-118 More about this Journal
Abstract
Since the characteristics of teachers that affect mathematics academic achievement are constantly changing and affecting mathematics achievement, longitudinal studies that can predict and analyze growth are needed. This study used data from middle and high school students from 2013(first year of middle school) to 2017(second year of high school) of the Seoul Education Longitudibal Study(SELS). By classifying the longitudinal changes in mathematics academic achievement into similar subgroups, the direct influence of teachers' characteristics(professionalism, expectations, academic feedback) perceived by students on the longitudinal changes in mathematics academic achievement was examined. As a result of the study, it was found that the characteristics of mathematics teachers(professional performance, expectation, and academic feedback) in group 1(343 students), which included the top 14.5% of students, did not directly affect longitudinal changes in mathematics academic achievement. Students in the middle 2nd group(745, 32.2%) had academic feedback from the mathematics teacher, and the 2nd group(1225 students) in the lower 53%, which included most of the students, showed that the expectations of the mathematics teacher were the longitudinal mathematics achievement. The change has been shown to have a direct effect. This suggests that support for teaching and learning should also reflect this, as the direct influence of teachers' professionalism, expectations, and academic feedback on longitudinal changes in mathematics academic achievement is different according to the characteristics and dispositions of students.
Keywords
math academic achievement; teacher' professionalism; teachers' expectations; teacher's academic feedback; latent growth model; growth mixture modeling; multivariate latent growth model;
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