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The roles of self-efficacy beliefs and teacher-student relationship (TSR) in student engagement: Perspective from Normal stream students
Citation
Chong, W. H., Ang, R., Huan, V., Liem, G. A. D., & Kit, P. L. (2024). The roles of self-efficacy beliefs and teacher-student relationship (TSR) in student engagement: Perspective from Normal stream students (Report No. OER 08/13 CWH). National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/10497/27407
Abstract
Express stream students rank amongst the top in international benchmarking comparisons in TIMMS and PISA, but those from the Normal Academic and Normal Technical streams obtain lower-than-average scores comparable to students from developing countries. Although a differentiated program has been specially tailored to cater to their pace of learning, many still fail to perform because educators may not have adequately considered the circumstances under which they are willing to participate and learn. Substantial research indicates that besides academics, a range of social, psychological, interpersonal and emotional factors also contribute to educational performance and achievement. To gain perspective on the respective contribution of multiple factors and encapsulate the systemic influences at individual and contextual factors on the long-term academic and non-academic trajectories of these students, this study uses a student engagement framework to unravel the educational challenges facing Normal stream students. Student engagement refers to a student’s active involvement in a task or activity and it captures the gradual process by which they connect with or disconnect from school. This framework describes students’ feelings (affective), behaviours and thoughts (cognitive) about their school experiences, and is predominantly used to understand student problems associated with significant academic or discipline problems and eventual school dropout in research situated in western contexts.
Date Issued
2024
Publisher
Office of Education Research, National Institute of Education, Singapore
Series
OER Final Report
Description
Note: Restricted to NIE staff.
Project
OER 08/13 CWH
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore