Associations between Students' Perceptions of Teacher-Student Relationship Quality, Academic Achievement, and Classroom Behavior: Are They Moderated by Ethnicity, Gender, or Socio Economic Status?

Autor/in	Gill, Khushwinder Kaur
Titel	Associations between Students' Perceptions of Teacher-Student Relationship Quality, Academic Achievement, and Classroom Behavior: Are They Moderated by Ethnicity, Gender, or Socio Economic Status?
Quelle	(2012), (171 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of the Pacific
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-0680-1
Schlagwörter	Hochschulschrift; Dissertation; Teacher Student Relationship; Gender Differences; Socioeconomic Status; Referral; Correlation; Academic Achievement; Student Attitudes; High Achievement; African American Students; Language Arts; English; Hispanic American Students; Scores; Mathematics Achievement; Student Behavior; Outcomes of Education; Elementary School Students; Student Surveys; Ethnicity + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Korrelation; Schulleistung; Schülerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sprachkultur; English language; Englisch; Hispanic; Hispanic Americans; Hispanoamerikaner; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Student behaviour; Lernleistung; Schulerfolg; Schülerbefragung; Ethnizität
Abstract	The primary purpose of this study was to explore the correlations between students' perceptions of their relationships with teachers, students' academic achievement and students' classroom behavior. A secondary purpose of the study was to investigate if students' ethnicity, gender and socio-economic status moderate the relationship. A survey was used to assess sixth grade students' perceptions of relationships with their teachers when they were in fifth grade. Significant associations were found between student perceptions of positive relationships and high English Language arts achievement for African for African American, Hispanic, male and low socio economic status (SES) students. Significant associations were also found between higher CST scores in Math For African American, female and low SES students. Finally, negative teacher-student relationships were found to he associated with a higher probability of students receiving referrals for Hispanic, male and Low SES students. The results of this study suggest that positive student teacher relationships are associated with and may contribute to positive academic and behavioral outcomes for vulnerable students. [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	2017/4/10