Associations between Perceived Teaching Behaviours and Affect in Upper Elementary School Students

Autor/inn/en	Barnard, Allison D.; Adelson, Jill L.; Pössel, Patrick
Titel	Associations between Perceived Teaching Behaviours and Affect in Upper Elementary School Students
Quelle	In: Early Child Development and Care, 187 (2017) 11, S.1795-1808 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnard, Allison D.) ORCID (Adelson, Jill L.) ORCID (Pössel, Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1190921
Schlagwörter	Correlation; Elementary School Students; Elementary School Teachers; Teacher Behavior; Measures (Individuals); Affective Behavior; Hierarchical Linear Modeling; Student Attitudes; Parenting Styles; Questionnaires; Teacher Student Relationship; Parent Child Relationship; Statistical Analysis + Suchen Sie Ihr Suchwort? Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher behaviour; Lehrerverhalten; Messdaten; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Fragebogen; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Statistische Analyse
Abstract	We explored the associations between student-perceived teaching behaviours and negative affect (NA) and positive affect (PA) in upper elementary age students, both before and after controlling for perceived parenting behaviours. The Teaching Behaviour Questionnaire, the Alabama Parenting Questionnaire, and the Positive and Negative Affect Schedule for Children were completed by 777 third to fifth graders in nine elementary schools. Using two-level hierarchical linear model analyses, we found that (a) perceived instructional teaching behaviour was negatively associated with NA and positively associated with PA; (b) perceived organizational behaviour was not associated with either; (c) perceived socio-emotional teaching behaviour was positively associated with both; (d) perceived negative teaching behaviour was positively associated with NA but not associated with PA. When parenting behaviours were controlled for, the associations with NA but not with PA held up. We discuss the implications of the findings for education and mental health personnel. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01