Investigating the Impacts of Teacher-Student Interactions on Improving Learners' Academic Achievements: The Role of Academic Interest
الموضوعات : نشریه زبان و ترجمه
Nafiseh Asadzadeh
1
(PhD Candidate in TEFL, Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran)
Masoud Zoghi
2
(Assistant Professor in TEFL, Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran)
Nader Assadi
3
(Assistant Professor in TEFL, Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran)
الکلمات المفتاحية: Academic Achievement, Academic interest, Teacher-student interaction,
ملخص المقالة :
Various predictive research designs have been used to discover the relationship between learners' aca- demic achievement and the degree of teacher-student interactions they receive individually or in a group and the mediating role of their academic interest in learning. How these relation- ships/correlations work in an English as a Foreign Language (EFL) setting, however, has remained a rarely investigated topic. This study explored the effects of teacher-student interactions on academic achievement by focusing on the mediating role of academic interest. In doing so, 218 EFL learners (102 males and 116 females) who were undergraduate English students at Islamic Azad University, Tabriz Branch were selected out of 645 students through the stratified random sampling method. This number of the learners was determined according to a sample size calculator for structural equation modeling (SEM). A correlational survey design was employed to investigate the purposes of the study through the SEM framework. The results demonstrated a significant correlation among variables and multiple predictions of students' academic achievement through the predictor variables. The outcomes confirmed that the increased interest of the EFL learners in learning and their interactions with their teachers could considerably contribute to improvement of their academic performance.
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of educational psychology, 94(3), 545.
Allwright, D. (1983). Classroom‐centered research on language teaching and learning: A brief historical overview. Tesol Quarterly, 17(2), 191-204.
Baumert, J., Schnabel, K.-U., & Lehrke, M. (1998). Learning math in school: does interest really matter? Paper presented at the Seeon Conference on Interest and Gender.
Berg, G. v. d., & Coetzee, L. R. (2014). Academic self-concept and motivation as predictors of academic achievement. International Journal of Educational Sciences, 6(3), 469-478.
Corbière, M., & Mbekou, V. (1997). Academic interest questionnaire. Unpublished document. Vancouver (BC), Canada: University of British Columbia.
Denissen, J. J., Zarrett, N. R., & Eccles, J. S. (2007). I like to do it, I'm able, and I know I am: Longitudinal couplings between domain‐specific achievement, self‐concept, and interest. Child development, 78(2), 430-447.
Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. Structural equation modeling: A second course, 10(6), 269-314.
Gogol, K., Brunner, M., Preckel, F., Goetz, T., & Martin, R. (2016). Developmental dynamics of general and school-subject-specific components of academic self-concept, academic interest, and academic anxiety. Frontiers in psychology, 7, 356.
Goulart, P., & Bedi, A. S. (2011). The impact of interest in school on educational success in Portugal.
Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational psychology review, 13(3), 191-209.
Hu, L. t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880.
Hussin, S., Maarof, N., & D’cruz, J. (2001). Sustaining an interest in learning English and increasing the motivation to learn English: An enrichment program. The Internet TESL Journal, 7(5), 1-7.
Jansen, M., Schroeders, U., & Lüdtke, O. (2014). Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences. Learning and Individual Differences, 30, 11-21.
Köller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 448-470.
Koth, C. W., Bradshaw, C. P., & Leaf, P. J. (2008). A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors. Journal of educational psychology, 100(1), 96.
Kpolovie, P. J. (2012). Lumosity training and brain-boosting food effects on learning. International Research Journals, 2(6), 217-230.
Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic achievement prediction: Role of interest in learning and attitude towards school. International Journal of Humanities Social Sciences and Education (IJHSSE), 1(11), 73-100.
Lee, W., Lee, M.-J., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary educational psychology, 39(2), 86-99.
Marsh, H. W., & Yeung, A. S. (2001). An extension of the internal/external frame of reference model: A response to Bong (1998). Multivariate Behavioral Research, 36(3), 389-420.
McInerney, D. M., & Liem, G. A. D. (2009). ACHIEVEMENT MOTIVATION IN CROSS-CULTURAL CONTEXT. Culture, Self, And, Motivation: Essays in Honor of Martin L. Maehr, 213.
Obo, F. (2004). Some students’ personal variables as predictors of mathematics achievement, in secondary schools in central Cross River State, Nigeria. Unpublished M. Ed. Thesis. Faculty of Education, University of calabar, Calabar, Nigeria.
Ozola, S., & Purvins, M. (2013). Teaching/Learning Theories--How They Are Perceived in Contemporary Educational Landscape. Bulgarian Comparative Education Society.
Paswan, A. K., & Young, J. A. (2002). Student evaluation of instructor: A nomological investigation using structural equation modeling. Journal of Marketing Education, 24(3), 193-202.
Pitt, V., Powis, D., Levett-Jones, T., & Hunter, S. (2014). The influence of personal qualities on performance and progression in a pre-registration nursing programme. Nurse Education Today, 34(5), 866-871.
Plante, I., O’Keefe, P. A., & Théorêt, M. (2013). The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions. Motivation and Emotion, 37(1), 65-78.
Radi, S. M. (2013). Baccalaureate nursing students' motivation for attending university and its relationship with their academic achievement. Int. J. Educ. Res., 1(7), 1-12.
Renninger, K. A., & Hidi, S. (2015). The power of interest for motivation and
engagement: Routledge.
Rezazadeh, M., & Tavakoli, M. (2009). Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of Iranian EFL University Students. English Language Teaching, 2(4), 68-74.
Satariyan, A., Chinijani, M. E., & Reynolds, B. (2017). Investigating discourse socialisation progress of an English as a second language learner using systematic functional linguistic approach. Journal of Language and Translation, 7(1), 1-11.
Satariyan, A., & Mohseni, A. (2014). Writing Skill and Categorical Error Analysis: A Study of First Year Undergraduate University Students. Research in English Language Pedagogy, 2(1), 20-30.
Satariyan, A., & Reynolds, B. (2016). A reflective model for action research: An evolving pedagogical trajectory What is Next in Educational Research? (pp. 21-28): Brill Sense.
Schiefele, U. (2009). Situational and individual interest. Handbook of motivation at school, 197-222.
Schumacker, R. E., & Lomax, R. G. (2010). A Beginner’s Guide to Structural Equation Modeling (third): Mahwah, NJ: Lawrence Erlbaum Associates.
Schunk, D. H. (2012). Learning theories: an educational perspective 6th ed. Terjemahan Hamdiah & Rahmat Fajar). Yogyakarta: Pustaka Pelajar.
Silins, H., & Mulford, B. (2004). Schools as learning organisations-Effects on teacher leadership and student outcomes. School effectiveness and school improvement, 15(3-4), 443-466.
Silvia, P. J. (2006). Exploring the psychology of interest: oxford university Press.
Trautwein, U., Lüdtke, O., Nagy, N., Lenski, A., Niggli, A., & Schnyder, I. (2015). Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects? Journal of personality and social psychology, 109(1), 142.
Veas, A., Castejón, J.-L., Miñano, P., & Gilar-Corbí, R. (2019). Early Adolescents’ Attitudes and Academic Achievement: The Mediating Role of Academic Self-concept. Revista de Psicodidáctica (English ed.), 24(1), 71-77.
Walkington, C., & Bernacki, M. L. (2014). Motivating students by “personalizing” learning around individual interests: A consideration of theory, design, and implementation issues Moti
vational interventions (pp. 139-176): Emerald Group Publishing Limited.
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81.
Wubbels, T., Brekelmans, M., Den Brok, P., Levy, J., Mainhard, T., & van Tartwijk, J. (2012). Let’s make things better: Developments in research on interpersonal relationships in education Interpersonal relationships in education (pp. 225-249): Brill Sense.
