Understanding the Influence of Teacher-Student Relationship on Mathematics Achievement: Evidence From Korean Students

Abstract

Learning does not occur through one-way lecturing. Rather, it occurs through reciprocal interactions. This means that a student’s response to a teacher’s guidance is critical in their learning. Moreover, it has been known that student learning can be influenced by school mean SES (socioeconomic status) insofar as it impacts the shared learning environment. In the present study, we examine (1) the relationship between math teacher support and student motivation on student mathematics achievement; and (2) whether student motivation interacts with teacher support in learning mathematics and how those interactions affect student mathematics achievement across various school mean SES (low, medium, high). The Programme for International Student Assessment 2012 survey data for 5,033 South Korean students was used in this research. In this study, the results show that (1) the effects of math teacher support and student motivation differ by school mean SES; and (2) there is no interaction between student motivation and math teacher support. Therefore, the findings of this study indicate that school SES impacts the shared learning environment and has a strong influence on student response to math teacher support and the relationship between student motivation and math achievement. Based on these results, implications for teacher education to improve teacher support are suggested.