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Indirect effects of teacher support ...

Pham, Sofia.

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Indirect effects of teacher support on emotional and academic outcomes for English language learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Indirect effects of teacher support on emotional and academic outcomes for English language learners./
Author:	Pham, Sofia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	95 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
Subject:	Middle school education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10144368
ISBN:	9781339995304

Indirect effects of teacher support on emotional and academic outcomes for English language learners.
Pham, Sofia.

Indirect effects of teacher support on emotional and academic outcomes for English language learners. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 95 p.

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ph.D.)--Temple University, 2016.

This study investigated the relationship between teacher support, internalizing symptoms, and academic achievement in a sample of English Language Learners (ELLs) and non-English Language Learners (non-ELLs). Participants were middle school students from a culturally and linguistically diverse suburban school district. Linear regressions were used to examine mediation, moderation, and moderated-mediation models of teacher support on internalizing symptoms and academic achievement. The results showed that increased teacher support was related to higher classroom grades, particularly for non-ELLs, and decreased internalizing symptoms for both ELLs and non-ELLs. Implications, limitations, and directions for future research are discussed.

ISBN: 9781339995304Subjects--Topical Terms:

969762
Middle school education.

Indirect effects of teacher support on emotional and academic outcomes for English language learners.
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245 1 0 $a Indirect effects of teacher support on emotional and academic outcomes for English language learners.
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300 $a 95 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
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520 $a This study investigated the relationship between teacher support, internalizing symptoms, and academic achievement in a sample of English Language Learners (ELLs) and non-English Language Learners (non-ELLs). Participants were middle school students from a culturally and linguistically diverse suburban school district. Linear regressions were used to examine mediation, moderation, and moderated-mediation models of teacher support on internalizing symptoms and academic achievement. The results showed that increased teacher support was related to higher classroom grades, particularly for non-ELLs, and decreased internalizing symptoms for both ELLs and non-ELLs. Implications, limitations, and directions for future research are discussed.
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