Peer assessments of normative and individual teacher–student support predict social acceptance and engagement among low-achieving children

Hughes, Jan N.; Zhang, Duan; Hill, Crystal R.

doi:10.1016/j.jsp.2005.10.002

Cited by 88 publications

(84 citation statements)

References 39 publications

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“…Girls reported higher GPAs than did boys, although we do not know if greater teacher support is the cause of higher GPAs and self-efficacy beliefs or vice versa. Nevertheless, the trends reported here are consistent with similar findings on efficacy beliefs from across the nation (Goodenow, 1993;Hughes, Zhang, & Hill, 2006;Newman & Schwager, 1993;Patrick, Ryan, & Kaplan, 2007;Wentzel, 1994;.…”

Section: Ruralsupporting

confidence: 90%

Teacher Support and Student’s Self-efficacy Beliefs

Mitchell

DellaMattera

2011

JCIE

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The present study investigated the role of teacher support and its influence on middle school student's self-efficacy beliefs. A statewide survey of 9,702 urban and rural middle school students found that teacher support declined across the middle school years and that this had negative effects on student self-efficacy beliefs. The data do show that girls received more support than did boys and that girls also had generally higher selfefficacy beliefs than did boys. Overall, the results show that middle school teachers can do more in fostering self-efficacy, particularly in boys, and maintaining support throughout a student's middle school experience. The present study of student's perceptions of teacher support over the middle school years is an important step in our ability to understand the complex ways in which teachers influence student's selfefficacy beliefs.

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Section: Ruralsupporting

confidence: 90%

Teacher Support and Student’s Self-efficacy Beliefs

Mitchell

DellaMattera

2011

JCIE

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“…Social settings play a crucial role in satisfying these needs, and teachers are important agents in the students' environment. Consistent with this model, several studies have found significant relations between dimensions of teacher behavior and students' academic engagement (Furrer & Skinner, 2003;Green, Rhodes, Heitler Hirsch, Suárez-Orozco, & Camic, 2008;Hughes, Zhang, & Hill, 2006;Reeve et al, 2004;Skinner & Belmont).…”

Section: Teacher Behavior and Engagementmentioning

confidence: 57%

Students’ Anticipated Situational Engagement: The Roles of Teacher Behavior, Personal Engagement, and Gender

Thijs

Verkuyten

2009

The Journal of Genetic Psychology

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Link to publication in University of Groningen/UMCG research database Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. ABSTRACT. Among 9th-grade students (248 girls, 255 boys) from a large multiethnic school, the authors examined 2 aspects of anticipated situational engagement in relation to 3 types of hypothetical teacher behavior: authoritarian, authoritative, permissive. Furthermore, the authors investigated the moderating roles of students' personal (trait-like) engagement and gender. Multilevel analyses showed differential effects of teacher behavior type. Anticipated situational engagement was generally highest with the authoritative teacher and lowest with the authoritarian teacher. However, students' personal engagement and gender qualified these effects. The effects of the authoritative and authoritarian teachers versus the permissive teachers on anticipated situational engagement were more positive (or less negative) for students with high versus low personal engagement. Also, the positive effects of the authoritative and permissive teachers versus the authoritarian teacher were stronger for female students than for male students. Results show that anticipated situational engagement should be understood by examining the combined influences of contextual and individual characteristics.

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“…O que ainda não está bem compreendido são os processos envolvidos nessa associação. Crianças que entram na escola com menos recursos de letramento e habilidades de trabalho menos desenvolvidas estão em maior risco para dificuldades relacionais com os pares (Hughes & Kwok, 2007;Hughes, Zhang, & Hill, 2006;Ladd, Birch, & Buhset, 1999); essas dificuldades, por sua vez, podem interferir no desempenho posterior (Buhs et al, 2006). Provavelmente, nessas associações operam efeitos transacionais como, por exemplo, um percurso em que o comportamento e o desempenho da criança afetam a percepção do professor, a percepção do professor influencia a qualidade da sua relação com a criança e esta relação, percebida pelos demais alunos, vai influenciá-los na disposição para aceitar, rejeitar ou mesmo vitimizar o colega.…”

Section: Discussionunclassified

Estresse cotidiano na transição da 1ª série: percepção dos alunos e associação com desempenho e ajustamento

Marturano

Trivellato-Ferreira

Gardinal³

2009

Psicol. Reflex. Crit.

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ResumoO artigo apresenta uma pesquisa conduzida em escolas públicas, com o objetivo de avaliar a intensidade do estresse percebido, associado ao cotidiano escolar na transição da 1ª série, bem como investigar associações entre desempenho, ajustamento e estresse em domínios específicos da vida escolar. Participaram 171 alunos da 1ª série, com idade entre 6 e 8 anos. Os instrumentos utilizados foram: Inventário de Estressores Escolares, Teste de Desempenho Escolar, Avaliação do Desempenho e do Ajustamento pelo Professor. Nos resultados, as crianças apontaram como mais estressantes os domínios de relacionamento com os companheiros e demandas do novo contexto. O estresse no domínio acadêmico foi negativamente associado a desempenho. A freqüência à educação infantil contribuiu para minimizar o estresse. Palavras-chave: Estresse cotidiano; transição escolar; relações com os pares; educação infantil. AbstractThis article describes a study conducted in public schools aiming at evaluating how much upset children feel about school daily hassles during the first grade transition. The relationships between daily hassles in different domains of school life and measures of achievement and adjustment were also investigated. One hundred and seventy-one (171) first grade students participated in the study. The instruments used were the School Hassles Inventory, the School Achievement Test, and the items for the assessment of children's achievement and adjustment from the Teacher Report Form. The results showed that: children rated hassles with peers and nonacademic school demands as the most stressful domains during first grade whereas academic concerns correlated negatively to achievement. Prior kindergarten attendance was associated with lower levels of daily stress.

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Peer assessments of normative and individual teacher–student support predict social acceptance and engagement among low-achieving children

Cited by 88 publications

References 39 publications

Teacher Support and Student’s Self-efficacy Beliefs

Teacher Support and Student’s Self-efficacy Beliefs

Students’ Anticipated Situational Engagement: The Roles of Teacher Behavior, Personal Engagement, and Gender

Estresse cotidiano na transição da 1ª série: percepção dos alunos e associação com desempenho e ajustamento

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