The effect of secondary school students' perceived teacher-student rapport, self-efficacy beliefs and motivation on the classroom engagement in math lesson

The aim of the study is to determine the effect of secondary school students' perceived teacher-student rapport, self-efficacy beliefs and motivation on the classroom engagement in the Math lesson. The design of the study was a descriptive. The participants were 1201 students from 9th, 10th and 11th grade of 7 different high schools including 1 Science High School, 3 Anatolian High School, 2 İmam Hatip High School and 1 Vocational High School in Zonguldak central district participated in this study. The data of the study were collected with " Professor-Student Rapport Scale", "Self Efficacy For Learning (in Math Lesson)", "Classroom Engagement Inventor" and "Academic Motivation Scale". Standard deviation and mean, multiple variance analysis (MANOVA), Pearson product moment correlation coefficient and Regression methods were used in data analysis. Further more. As a result of study, it was concluded that secondary education students' perceived teacher-student rapport, self-efficacy beliefs, motivation and classroom engagement in the Math lesson differed significantly according to gender, class level, school type, mother' s and father' s educational status. Besides, self-efficacy beliefs showed the strongest correlation with classroom engagement. The results of regression analysis indicated that the Math self-efficacy belief was the most powerful predictor of classroom engagement. The Math self-efficacy predicted 47% of clasroom engagement. In addition of the Math self efficacy belief, both the teacher- student rapport and motivation toward math had a significant effect on classroom engagement in Math lesson. Three variables predicted 52% of classroom engagement. Keywords: Secondary School, Teacher Student Rapport, Motivation, Self-Efficacy, Engagement.