De voorspellende waarde van conflict en nabijheid in de leraar-leerling relatie in groep 5 voor de rekenprestaties van kinderen in de groepen 5 en 6 en het modererende effect van gender.

Abstract

The aim of this study is to examine the predictive value of conflict and closeness in the teacher-student relationship in grade 3 on mathematics performance in grades 3 and 4, as well as the potential moderating role of gender. The participants are teachers who fill out questionnaires for primary school students and the primary school students themselves. The sample consists of 314 participants, including 156 boys (49.7%) and 158 girls (50.3%). The teacher-student relationship is measured using the Teacher-Child Relationship Scale, and mathematics performance is assessed based on CITO proficiency scores. The results indicate that no predictive value was found for closeness in the teacher-student relationship in grade 3 on mathematics performance in grade 3. However, a weak, negative, significant predictive value was found for conflict in the teacher-student relationship on mathematics performance in grade 3. No longitudinal predictive values were found for the teacher-student relationships in grade 3 on mathematics performance in grade 4. However, previous mathematics performance was found to be a strong predictor of future mathematics performance. Based on these findings, it is crucial to pay more attention to improving early mathematics education within the school system. No moderation effects were found in this study. Possible future steps include examining reciprocal predictive values and identifying the most effective approaches to shaping mathematics education.