Literaturnachweis - Detailanzeige
| Autor/inn/en | den Brok, Perry; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje |
|---|---|
| Titel | The Differential Effect of the Teacher-Student Interpersonal Relationship on Student Outcomes for Students with Different Ethnic Backgrounds |
| Quelle | In: British Journal of Educational Psychology, 80 (2010) 2, S.199-221 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-0998 |
| DOI | 10.1348/000709909X465632 |
| Schlagwörter | Teacher Student Relationship; Outcomes of Education; Ethnic Groups; Student Attitudes; Student Characteristics; Background; Immigrants; Teacher Behavior; Foreign Countries; Netherlands |
| Abstract | Background: The differential effectiveness of schools and teachers receives a growing interest, but few studies focused on the relevance of student ethnicity for this effectiveness and only a small number of these studies investigated teaching in terms of the teacher-student interpersonal relationship. Furthermore, the methodology employed often restricted researchers to investigating direct effects between variables across large samples of students. Aims: This study uses causal modelling to investigate associations between student background characteristics, students' perceptions of the teacher-student interpersonal relationship, and student outcomes, across and within several population subgroups in Dutch secondary multi-ethnic classes. Methods and sample: Multi-group structural equation modelling was used to investigate causal paths between variables in four ethnic groups: Dutch (N = 387), Turkish first- and second-generation immigrant students (N = 267), Moroccan first and second generation (N = 364), and Surinamese second-generation students (N = 101). Results: Different structural paths were necessary to explain associations between variables in the different (sub) groups. Different amounts of variance in student attitudes could be explained by these variables. Conclusions: The teacher-student interpersonal relationship is more important for students with a non-Dutch background than for students with a Dutch background. Results suggest that the teacher-student relationship is more important for second generation than for first-generation immigrant students. Multi-group causal model analyses can provide a better, more differentiated picture of the associations between student background variables, teacher behaviour, and student outcomes than do more traditional types of analyses. (As Provided). |
| Anmerkungen | British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; Fax: +44-116-227-1314; e-mail: enquiry@bps.org.uk; Web site: http://www.bpsjournals.co.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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