The Relationship between Student-Teacher Attributions and Student Abandon and Failure Behaviors.

Autor/in	Talbot, Gilles L.
Institution	Champlain Regional Coll., Sainte Foy (Quebec).
Titel	The Relationship between Student-Teacher Attributions and Student Abandon and Failure Behaviors.
Quelle	(1987), (124 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	2-550-17544-1
Schlagwörter	Academic Achievement; Academic Persistence; Achievement Need; Attribution Theory; Cognitive Style; College Students; Foreign Countries; Formative Evaluation; High Achievement; Higher Education; Interpersonal Relationship; Learning Processes; Low Achievement; Student Characteristics; Teacher Student Relationship; Teaching Methods; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Cognitive styles; Kognitiver Stil; Collegestudent; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Learning process; Lernprozess; Unterdurchschnittliche Leistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	This report examines the relationship between attributions that explain the present by examining past behaviors and those that examine current behaviors to predict and control future behaviors. A fundamental difference is proposed between students who are high versus low in academic need achievement. The high achievement student is described as one who prefers a direct achievement style of monitoring the relation of past to present behavior to better predict his future behavior and is therefore receptive to formative feedback. The low achievement student, in contrast, is described as one who appears to favor the interpersonal relations aspect of communication with the teacher and is less receptive to formative feedback. Student attribution and perception of the teacher primarily as an agent for formative feedback or as a social facilitator is discussed as making a critical difference to student achievement style. The report proposes that the teacher could benefit from knowing that low achieving students need relational achievement styles to reinforce their attempts to cognitively restructure expectations about ability and effort toward academic performance. The report concludes by describing one college's attempts to rethink its handling of low achieving students. A seven-page reference list is included. (Author/NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC