Academically at-risk adolescents in Singapore: The importance of teacher support in promoting academic engagement

Abstract

The purpose of this study was to examine the associations of teacher support and teacher–student relationship with the academic engagement of 1469 Secondary 1 (Grade 7) students in Singapore. The students were identified as academically at risk based on the results of a national test given at the end of Primary 6 (Grade 6). Teacher autonomy and competence support, along with trust accorded to teachers, were found as significant positive predictors of the students’ academic engagement. In general, alienation of students from teachers and quality of students’ communication with teachers did not emerge as significant predictors of academic engagement. It was also found that, compared to the students in the high-risk group, the students in the low-risk group tended to be more engaged in class and perceived higher levels of trust and competence support from their teachers. There was no significant difference in the degree of teacher autonomy support that was reported by low-risk and high-risk students. However, teacher autonomy support was found to be the strongest predictor of academic engagement for the entire sample of at-risk students, as well as in separate analyses focusing on high- and low-risk students. Implications for future research and school practice are discussed.