School attitude and perceived teacher acceptance. Developmental trajectories, temporal relations, and gender differences.

Autor/inn/en	Arens, A. Katrin; Niepel, Christoph
Titel	School attitude and perceived teacher acceptance. Developmental trajectories, temporal relations, and gender differences.
Quelle	In: British journal of educational psychology, 89 (2019) 4, S. 689-706Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0007-0998; 2044-8279
DOI	10.1111/bjep.12252
URN	urn:nbn:de:0111-dipfdocs-188733
Schlagwörter	Latente Wachstumskurvenmodelle; Längsschnittuntersuchung; Strukturgleichungsmodell; Einstellung (Psy); Persönlichkeitsentwicklung; Wahrnehmung; Akzeptanz; Geschlechtsspezifischer Unterschied; Akzeptanz; Bayern; Deutschland; Grundschule; Hessen; Längsschnittuntersuchung; Lehrer; Schüler; Wahrnehmung; Persönlichkeitsentwicklung; Lernverhalten; Strukturgleichungsmodell; Schuljahr 03; Schuljahr 04; Grundschule; Lehrer; Schüler-Lehrer-Beziehung; Schüler; Schüler-Schüler-Beziehung; Lernbedingungen; Lernverhalten; Einflussfaktor; Bayern; Deutschland; Hessen
Abstract	Background: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. Aims: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and perceived teacher acceptance. In addition, we studied the temporal relations between both constructs.. We also examined gender differences in the mean levels, mean level development, and relations of school attitudes and teacher acceptance. Sample: The sample consisted of 2,376 German elementary school students. Methods: The students rated their school attitudes and perceived teacher acceptance three times across grade levels 3-4. Latent growth curve models were used to examine the developmental trajectories of both constructs. Crosslagged panel models were used to examine the temporal relations between both constructs. Results: Positive school attitudes and perceived teacher acceptance declined across time. School attitudes and perceived teacher acceptance were positively and reciprocally related across the three waves. Boys and girls did not differ in their temporal relations between school attitudes and perceived teacher acceptance and in the developmental trajectories of both constructs. Girls were found to display higher mean levels of school attitudes and perceived teacher acceptance. Conclusions: Research and practice should seek for effective means to counteract the decline of students' positive school attitudes and perceived teacher acceptance. Interventions to foster students' school attitudes might benefit from enhancing student-teacher relations, and vice versa. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4