Personal strengths and perceived teacher support as predictors of Singapore students’ academic risk status

Imelda S. CALEON, Ma. Glenda L. WUI, Ching Leen CHIAM, Ronnel Bornasal KING, Jennifer Pei-Ling TAN, Chee Soon TAN

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study explored the relative salience of students’ personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort’s mean score in a national test administered at the end of primary education, and were identified as low risk (n = 309) or high risk (n = 396), based on their S1 achievement score in the English Language subject. Logistic regression analysis was conducted with academic risk status as criterion variable and the following potential predictors: students’ background variables (i.e. socio-economic status, cognitive ability and initial achievement), personal strengths, teacher–student relatedness, and teacher autonomy and competence support. After controlling for the effects of the students’ background variables, teacher trust emerged as the strongest (negative) and most stable predictor of high-risk status; teacher alienation and teacher–student communication were found as significant positive predictors of students’ placement in the high-risk group. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)983-1000
JournalEducational Psychology
Volume37
Issue number8
Early online dateDec 2016
DOIs
Publication statusPublished - 2017

Citation

Caleon, I. S., Wui, M. G. L., Chiam, C. L., King, R. B., Tan, J. P.-L., & Tan, C. S. (2017). Personal strengths and perceived teacher support as predictors of Singapore students’ academic risk status. Educational Psychology, 37(8), 983-1000.

Keywords

  • Academic resilience
  • Self-determination theory
  • Strengths-based approach
  • Socio-emotional strengths
  • Teacher–student relatedness
  • Protective factors

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