Meta-Analysis of the Instructional-Relational Model of Student Engagement and Math Achievement: A Moderation and Mediation Approach

This research synthesis systematically reviews and meta-analyzes the evidence on relationships between teacher support, student engagement, and mathematics achievement in the instructional–relational model framework. The researchers rigorously examine the consistency and variability of the relationships between the domains and constructs across studies. The results of this comprehensive meta-analysis inform the research community on the status of student engagement research by identifying patterns of results among studies, identifying, and resolving sources of disagreement among results, supporting, or rejecting the generalization of primary evidence, and, consequently, contributing to the direct future research in the field.

The researchers estimate each correlation embedded within the instructional–relational model. Specifically, they (a) meta-analyze the bivariate relationships among teacher support, student engagement, and mathematics achievement, (b) explore the variation or heterogeneity of the relationships with moderators representing student sample characteristics, (c) conduct a structural test of the model, where student engagement mediates the associations between teacher support and mathematics achievement, and (d) examine whether the mediational model varies for different engagement components and different classroom and student characteristics. Taken together the components of the research project provide an opportunity to better understand the nature of each relationship in the instructional–relational model of mathematics classroom learning.