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Integrity Matters: A look at the Imp...

Jackson, Melissa Ivy.

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Integrity Matters: A look at the Importance of Optimizing Transactions Between Teachers and Their Students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Integrity Matters: A look at the Importance of Optimizing Transactions Between Teachers and Their Students./
作者:	Jackson, Melissa Ivy.
面頁冊數:	80 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .
Contained By:	Dissertation Abstracts International72-09A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3460673
ISBN:	9781124728339

Integrity Matters: A look at the Importance of Optimizing Transactions Between Teachers and Their Students.
Jackson, Melissa Ivy.

Integrity Matters: A look at the Importance of Optimizing Transactions Between Teachers and Their Students. - 80 p.

Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .

Thesis (Ph.D.)--Howard University, 2011.

One of the most important relationships that students will develop within a classroom environment is the student-teacher relationship. The purpose of this study was to explore the student-teacher relationship through examining the effects of teacher expectations, grade level and gender on student's motivational beliefs and academic performance. There are three research questions that this study explored. (1) Does Teacher Expectations and Grade Level affect student's motivational beliefs and academic performance? (2) Does Teacher Expectations affect student's motivational beliefs and academic performance more in elementary or middle school? (3) Does Teacher Expectations have a greater affect on female or male students' motivational beliefs? The main hypotheses were as follows: students who receive low expectations will be more performance goal oriented, students who receive high expectations will be more mastery goal oriented and students who receive low expectations will have lower academic performance than students who receives high expectations. All tasks were conducted in a classroom like setting. Each student within the study was randomly assigned into either a low expectation group or a high expectation group. There were eight experimental groups (4 low expectations and 4 high expectations) with fifteen students in each group. The data collected was from a primary source. The results revealed that there was a significant affect of the level of teacher expectations on student motivational beliefs and academic performance. Analysis of each individual dependent variable showed that there was a significant difference for students who received low teacher expectations compared to those students who received high teacher expectations. Students who received low teacher expectations were more performance goal oriented and students who received high expectations were more mastery goal oriented. In terms of academic performance, students who received low expectations had lower academic performance than students who received high expectations. This study has educational and scientific importance not only for students but for teachers as well. This study added to the motivation literature because it used the goal theory framework with an African-American population which is currently scarce in the literature. This study also added to the teacher expectation literature because it introduced a new way to study this phenomenon as well as updated the literature base. Moreover, this study could be used to help teachers and students build more positive relationships within the classroom.

ISBN: 9781124728339Subjects--Topical Terms:

626654
Education, Sociology of.

Integrity Matters: A look at the Importance of Optimizing Transactions Between Teachers and Their Students.
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