Is Authoritative Teaching Beneficial for All Students? A Multi-Level Model of the Effects of Teaching Style on Interest and Achievement

Autor/inn/en	Dever, Bridget V.; Karabenick, Stuart A.
Titel	Is Authoritative Teaching Beneficial for All Students? A Multi-Level Model of the Effects of Teaching Style on Interest and Achievement
Quelle	In: School Psychology Quarterly, 26 (2011) 2, S.131-144 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/a0022985
Schlagwörter	Caring; Teaching Styles; Vietnamese People; Teacher Characteristics; Achievement Gains; Mathematics Achievement; Student Interests; Parenting Styles; White Students; Ethnicity; Mathematics Education; Middle School Students; High School Students; Academic Achievement; Hispanic American Students; Motivation; Adolescents; California + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Lehrstil; Unterrichtsstil; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Studieninteresse; Ethnizität; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schulleistung; Hispanic; Hispanic Americans; Hispanoamerikaner; psychologische; Motivation (psychologisch); Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kalifornien
Abstract	This study examined the effects of the two facets of authoritative teaching--high academic press and caring for students--on student interest and achievement in mathematics for middle and high school students (N = 3,602 in 198 classrooms), and whether those effects are moderated by students' ethnicity (Hispanic, Vietnamese, and Caucasian Non-Hispanic). Tested with hierarchical modeling, a trend suggested that the authoritative teaching style predicted higher levels of interest for Hispanic students; however, the trend for caring was approaching significance, which suggests that future research should be conducted to determine whether authoritative and authoritarian teaching styles truly have different effects on interest for this group. Authoritarian teaching (high press and low caring) was positively related to interest for Vietnamese students. Results for Caucasian students did not differ from Hispanic students, but should be interpreted with caution due to small sample size. For all students, authoritarian teaching was positively associated with achievement gains. Results are discussed in terms of the relationships between teaching style and different academic outcomes among particular student groups, as informed by the parenting style and teaching style literatures. (Contains 2 figures and 4 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10