A Conceptual and Measurement Model of Student-Teacher Classroom Social Capital: An Exploration of Relationships

Autor/in	Trahan, MayBelle N.
Titel	A Conceptual and Measurement Model of Student-Teacher Classroom Social Capital: An Exploration of Relationships
Quelle	(2013), (307 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Louisiana at Lafayette
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-1193-7
Schlagwörter	Hochschulschrift; Dissertation; Social Capital; Teacher Student Relationship; Self Efficacy; Learner Engagement; Correlation; Trust (Psychology); Expectation; Interpersonal Communication; Test Construction; Test Validity; Statistical Analysis; Grade 6; Grade 7; Surveys; Factor Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sozialkapital; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-efficacy; Selbstwirksamkeit; Korrelation; Expectancy; Erwartung; Interpersonale Kommunikation; Testaufbau; Testvalidität; Statistische Analyse; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Survey; Umfrage; Befragung; Faktorenanalyse
Abstract	Classroom social capital utilizing constructs of student-teacher relationships were examined while focusing on their impact on student self-efficacy. The lack of positive student-teacher relationships may cause students to experience a disconnection within in the middle school classroom. Once this disconnection occurs, students may become disengaged. This disengagement may produce difficulties in developing self-efficacy which facilitates their potential academic and/or social growth. The purpose of this study is three-fold: (1) to examine the interrelationships between student self-efficacy and the theorized classroom social capital constructs of student-teacher relationships including: Student-teacher Relational Trust, Student-teacher Expectations, Student Engagement, and Student-teacher Communication, (2) to develop a conceptual Model of Student-teacher Classroom Social Capital, and (3) to create and validate a Classroom Social Capital Scale. A quantitative methodology was implemented. Simple random sampling was used to select this study's sample of sixth and seventh grade students and teachers. A survey research design was conducted which was followed by the analysis of data through the use of descriptive statistics, exploratory factor analysis, and a series of bivariate correlations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01