Interpersonal behaviour and student outcomes in vocational education classes

Henderson, David; Fisher, Darrell

doi:10.1007/s10984-007-9034-z

Cited by 23 publications

(19 citation statements)

References 13 publications

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“…The results of ANOVA indicate that there were statistically significant differences in general satisfaction with the school and in perceptions of all dimensions of school life among younger and older students and students with different school achievement. The obtained results are in accordance with the findings of the previous researches (Epstein and McPartland, 1976;Gil, 1996;Henderson and Fisher, 2008;Kong, 2008;Raboteg-Šarić, Šakić andBrajša-Žganec, 2009;Pang, 1999b). In accordance with Vojtova's (2008) findings, it is alarming to note that students' satisfaction with school decreases as they age.…”

Section: Quality Of School Life Regarding Gender Grade and School Acsupporting

confidence: 91%

Quality of School Life in Primary School: Students’ Perception

Mičić

2019

PED

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The paper deals with research data on quality of school life perceived by fifth - to eighth-grade primary school students. The data were collected by questionnaire survey. Students’ overall satisfaction with school and perception of specific dimensions of school life are analysed as well as differences of their assessments regarding gender, grade and school achievement. On the ground of research results, the importance of the enhancement of the quality of school life is emphasised.

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Section: Quality Of School Life Regarding Gender Grade and School Acsupporting

confidence: 91%

Quality of School Life in Primary School: Students’ Perception

Mičić

2019

PED

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“…Quek, Wong, Divaharan, Liu, Peer & Williams (2007) found positive relationships between scales of the QTI and students' enjoyment and attitude toward project work in Singapore. Henderson & Fisher (2008) discovered a positive relationship between several aspects of interpersonal behavior and students' attitudinal outcomes in Australian vocational education.…”

Section: Research On Students' and Teachers' Perceptions Of Interpersmentioning

confidence: 97%

Teacher–student Interpersonal Behavior in Secondary Mathematics Classes in Indonesia

Maulana

Opdenakker

Brok

et al. 2011

Int J of Sci and Math Educ

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This study is aimed at describing profiles of interpersonal behavior of Indonesian mathematics teachers and examining associations between students' perceptions of their mathematics teachers' interpersonal behavior and their motivation in learning mathematics. Data were collected with the Indonesian version of the Questionnaire on Teacher Interaction (QTI) and the Questionnaire on Motivational Dimensions. The framework of this study is based on the Model of Interpersonal Behavior that maps teachers' conduct in terms of 2 dimensions: Influence (Dominance-Submission) and Proximity (Cooperation-Opposition). A total of 506 students (grades 7 to 9) from 16 classes in 5 public secondary schools in the West Java and Jambi provinces, Indonesia, participated in the study. Data analyses were conducted including descriptive, correlational, and multilevel analyses. Results from the data analyses showed that the reliability and (validity) of the Indonesian QTI were good; teachers' ratings of their interpersonal behavior were moderate in class perceptions but (were) quite high in teachers' self-perception in both the Proximity and Influence dimensions and that associations existed between the 2 dimensions of interpersonal behavior and student motivation in learning mathematics. There was an indication that Indonesian mathematics teachers were generally perceived as directive. Implications of the findings were discussed.

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“…Researchers have investigated teacherestudent relationships using an interpersonal perspective, that is studying teaching in terms of the relationship between teacher and students (Brok, 2001). Using this perspective, studies show that the way students perceive their teacher interpersonally (teacher interpersonal behaviour) relates to students' academic achievement (e.g., Brok, 2001;Goh & Fraser, 1998), attitude towards learning (e.g., Brok, Levy, Brekelmans, & Wubbels, 2005;Gupta & Fisher, 2011;Henderson & Fisher, 2008;Telli, den Brok, & Cakiroglu, 2007;van Uden, Ritzen, & Pieters, 2014), and students' learning motivation (Maulana, Opdenakker, den Brok, & Bosker, 2011;Maulana, Opdenakker, Stroet, & Bosker, 2013;. Numerous studies have been done using the Questionnaire on Teacher Interaction (QTI) and have involved students from primary schools (e.g., Fisher, Waldrip, Dorman, & den Brok, 2007;Goh & Fraser, 1998), secondary schools (e.g., Gupta & Fisher, 2011;Maulana et al, 2011;Rickards, 1998;Rickards, den Brok, & Fisher, 2005), and higher education (e.g., Fraser, Aldridge, & Soerjaningsih, 2010) including teacher education programmes (e.g., Jong, Tartwijk, Wubbels, Veldman, & Verloop, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Numerous studies have been done using the Questionnaire on Teacher Interaction (QTI) and have involved students from primary schools (e.g., Fisher, Waldrip, Dorman, & den Brok, 2007;Goh & Fraser, 1998), secondary schools (e.g., Gupta & Fisher, 2011;Maulana et al, 2011;Rickards, 1998;Rickards, den Brok, & Fisher, 2005), and higher education (e.g., Fraser, Aldridge, & Soerjaningsih, 2010) including teacher education programmes (e.g., Jong, Tartwijk, Wubbels, Veldman, & Verloop, 2013). Studies linking student perceptions of teacher interpersonal behaviour and learning outcome in vocational education are still limited (e.g., Henderson & Fisher, 2008;van Uden et al, 2014) while the number of vocational students is increasing (OECD, 2009).…”

Section: Introductionmentioning

confidence: 99%

Teacher interpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia

Misbah

Gulikers

Maulana³

et al. 2015

Teaching and Teacher Education

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h i g h l i g h t sPerceived teacher interpersonal behaviour (TIB) predicts student motivation. TIB connects competence-based education (CBE) and student motivation. Impact of TIB on student motivation is greater in less-CBE than in CBE context. a b s t r a c tCompetence-based education requires changing teacher roles probably affecting teacherestudent interactions and student motivation. This study examines how students (N ¼ 1469) from competencebased and less-competence-based vocational schools perceive their teachers' interpersonal behaviour and its relation with their motivation. Results showed comparable teacher profiles in CBE and less-CBE schools, with an unexpected difference at the dimension level. Perceived teacher interpersonal behaviour moderated connections between CBE and student motivation, with greater impact in less-CBE than in CBE learning environments. Required changes in teacher roles are not yet perceived, hampering the expectations of increased motivation in competence-based education.

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Interpersonal behaviour and student outcomes in vocational education classes

Cited by 23 publications

References 13 publications

Quality of School Life in Primary School: Students’ Perception

Quality of School Life in Primary School: Students’ Perception

Teacher–student Interpersonal Behavior in Secondary Mathematics Classes in Indonesia

Teacher interpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia

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