The Structure of Pre-Adolescents' Perceptions of Their Teacher's Interpersonal Behaviours and Their Relation to Pre-Adolescents' Learning Outcomes

Autor/inn/en	Charalampous, Kyriakos; Kokkinos, Constantinos M.
Titel	The Structure of Pre-Adolescents' Perceptions of Their Teacher's Interpersonal Behaviours and Their Relation to Pre-Adolescents' Learning Outcomes
Quelle	In: Educational Studies, 44 (2018) 2, S.167-189 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2017.1347492
Schlagwörter	Preadolescents; Student Attitudes; Teacher Behavior; Teacher Student Relationship; Outcomes of Education; Grade 5; Grade 6; Mixed Methods Research; Elementary School Students; Elementary School Teachers; Questionnaires; Foreign Countries; Learning Strategies; Academic Achievement; Semi Structured Interviews; Factor Analysis; Greece; Questionnaire on Teacher Interaction; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Pre-adolescence; Präadoleszenz; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Faktorenanalyse; Griechenland
Abstract	Previous studies have offered indications that the way pre-adolescents (fifth and sixth graders) structure their perceptions of their teacher's interaction in terms of Agency and Communion differs from adolescents. The purpose of this study was to delineate previous findings by thoroughly examining the structure of pre-adolescents' perceptions of their teacher's interpersonal behaviour, and by investigating the extent to which this structure relates to pre-adolescents' learning outcomes. A mixed methods research design was implemented including a qualitative instrument adaptation procedure followed by a quantitative large-scale administration. Participants for the latter were a random sample of 504 pre-adolescents (from 10 to 13 years old) and 36 teachers. Results showed that participants placed significantly more emphasis on their teachers' Communion behavioural dimension and this emphasis was illustrated on the association of perceived teacher interaction and students' learning outcomes. Implications for theory, research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01