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| Autor/in | Tsai, Kuan-Chen |
|---|---|
| Titel | Teacher-Student Relationships, Satisfaction, and Achievement among Art and Design College Students in Macau |
| Quelle | In: Journal of Education and Practice, 8 (2017) 6, S.12-16 (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2222-1735 |
| Schlagwörter | Teacher Student Relationship; Design; Foreign Countries; Art Education; Academic Achievement; Regression (Statistics); Student Attitudes; Student Satisfaction; Questionnaires; Likert Scales; College Students; Teacher Behavior; Macau; Questionnaire on Teacher Interaction |
| Abstract | A number of studies have found that teacher-student interaction plays a significant role in student learning and in the quality of teaching. A number of studies have found that teacher-student interaction plays a significant role in student learning and in the quality of teaching. However, studies of teacher-student interaction on art and design college students are missing. As a result, The purpose of the current study is to investigate the relationships among students' perceptions of instructor-student interactions, students' satisfaction, and students' achievement outcomes. The sample for the current study consisted of 104 second-year art and design students from five sections of an Introduction to Animation course in Macau. The present study found support for associations between specific teacher-student relationships, levels of student satisfaction and engagement, and academic performance. Based on a stepwise regression analysis, however, "strict" was the sole predictor of academic performance (with stricter teacher behavior leading to lower student performance), and only 8% of the variance in academic performance could be explained by our model. Limitations and suggestions were also discussed. (As Provided). |
| Anmerkungen | IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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