Influence of Perceived Teacher Acceptance, Self-Concept, and School Attitude on the Academic Achievement of School-Age Children in Turkey

Abstract

This study investigated the influence of perceived teacher acceptance, children’s self-concept, and children’s attitude toward school on children’s academic achievement. The sample included 223 fifth-grade students in Istanbul, Turkey. The Teacher Acceptance-Rejection/Control Questionnaire, Piers-Harris Self-Concept Scale, and School Attitude Assessment Survey-Revised were utilized in data collection. Achievement was assessed by grade point average (GPA). Results showed that the perception of teacher acceptance was significantly correlated with both boys’ and girls’ positive school attitude and higher self-concept. Perceived teacher acceptance was also significantly correlated with the academic achievement of boys but not girls. Regression analysis revealed that perceived teacher acceptance and academic self-perception (one component of school attitude) were significant and independent predictors of boys’ academic achievement, but only academic self-perception significantly predicted girls’ academic achievement. The study supported the conclusion that boys’ (but not necessarily girls’) positive perceptions of teachers were an important factor in academic achievement. However, both boys and girls who perceived their teachers to be accepting tended to have a positive school attitude and a positive self-concept.

Gender differences in scholastic achievement: A meta-analysis.

“…In contrast, meta-analyses of performance on standardized tests have reported gender differences in favor of males in mathematics (e.g., Else-Quest et al, 2010;Hyde et al, 1990; but see Lindberg et al, 2010) and science achievement (Hedges & Nowell, 1995), whereas they have shown a female advantage in reading comprehension (e.g.. Hedges & Nowell, 1995). This contrast in findings makes it clear that the generalized nature of the female advantage in school marks contradicts the popular stereotypes that females excel in language whereas males excel in math and science (e.g., Halpem, Straight, & Stephenson, 2011).…”

“…Potential national differences in the magnitude of gender differences in school achievement as well as in test achievement have been examined extensively (Else-Quest et al, 2010). Thus, it is only fitting that this variable should be considered here.…”

The Direct and Indirect Role of School Attitude Alienation to School and School Burnout in the Relation between the Trust in Teacher and Academic Achievements of Students

“…Okula karşı tutum okul tükenmişliğinin anlamlı bir yordayıcısıdır (Seçer, 2015), H7. Okula karşı tutum akademik başarının anlamlı bir yordayıcısıdır (Berberoğlu ve Balcı, 1994;Cheng ve Chan, 2003;Erkman, Caner, Sart, Börkan ve Şahan, 2010;Ford ve Harris, 1996;McCoach ve Siegle, 2003), H8.Okula yabancılaşma okul tükenmişliğinin anlamlı bir yordayıcısıdır (Huang ve Lin, 2010;Jia, Rowlinson, Kvan, Lingard ve Yip, 2009), H9.Okula yabancılaşma akademik başarının anlamlı bir yordayıcısıdır (Kocayörük, 2007;Roeser vd., 1994), H10.Okul tükenmişliği akademik başarının anlamlı bir yordayıcısıdır (Balkıs, Duru, Buluş ve Duru, 2011;Çapulcuoğlu ve Gündüz, 2013;Kutsal, 2009;Schaufeli vd., 2002).…”

The Relationship between Teacher Perception and Support and Academic Achievement of Slow Learners in Secondary Schools in Kakamega County, Kenya

“…Erkman et al [38] examined the influence of perceived teacher acceptance on academic achievement of school age children in Turkey. The findings indicated a significant correlation between perceived teacher acceptance and academic achievement of boys (r = 0.27, p <0.05).…”