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C1234The impact on student-teacher relationship on academic performance.
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Pre-service teacher perceptions of persistently challenging behaviors, SWPBIS, CICO and student-teacher relationships. Authors:
Messina, Elizabeth Lynn. University of Nevada, Las Vegas, Early Childhood, Multilingual, and Special Education, US
Source: Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol 84(6-A), 2023.
Publisher: US : ProQuest Information & Learning
Other Journal Titles: Dissertation Abstracts International
ISSN: 0419-4209 (Print)
ISBN: 979-8363522857
Language: English
Keywords: Persistently challenging behaviors, school-wide Positive Behavioral Interventions & Supports, Student-teacher relationships, Check In Check Out
Abstract: Teacher perceptions of behaviors have a large impact on the quality of student-teacher relationships. Such relationships trickle down and affect academic and social-emotional-behavioral performance. With the wide prevalence of School-Wide Positive Behavioral and Intervention Support (SWPBIS), questions about why there is not a greater efficacy in improving relationships and related outcomes are being raised. While it is widely documented that teachers often have negative perceptions of children with Persistent Challenging Behaviors (PCBs), the origins of such perceptions are unknown. Additionally, the use of SWPBIS is also widely used (Sugai et al., 2008); however, knowledge of SWPBIS in such sufficiency as to confidently implement the intervention framework may not be present.The purpose of this study is to evaluate pre-service knowledge of SWPBIS, perceptions of PCBs, and perceptions of student-teacher relationships. This study examines the knowledge and attitudes of pre-service teachers in elementary education, special education, and early childhood education teacher preparation programs. The students surveyed are all currently participating in student-teacher, such as to give sufficient access to classroom environments and children with PCBs. While there is available research and literature on pre-service teacher attitudes of behaviors related to children with
diagnosed disabilities, there is almost none on typical children with PCBs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Document Type: Dissertation
Dissertation Details: UMI Order Number: AAI29394936 OpenURL: http://gateway.proquest.com.slcc.idm.oclc.org/openurl?url_ver=Z39.88-2004&rft_va l_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:2939493 6 Advisor(s): Morgan, Joseph Degree: Ph.D., 2022 Institution: University of Nevada, Las Vegas Department: Early Childhood, Multilingual, and Special Education
Subjects: *Behavior Problems; *Elementary Education; *Preservice Teachers; *School Based Intervention; *Teacher Attitudes; *TeacherStudent Interaction; *Positive Behavior Support
PsycInfo Classification: Educational & School Psychology (3500)
Population: Human
Age Group: Adulthood (18 yrs & older)
Methodology: Empirical Study; Quantitative Study
Format Covered: Electronic
Publication Type: Dissertation Abstract
Release Date: 20230622
Accession Number: 2023-38654-045
Database: APA PsycInfo
source2forenglish.pdf
Self-efficacy, academic engagement, and student-teacher relationships for ninth-grade African American male students' Algebra I achievement: A structural equation model. Authors:
Onsongo, Evans N.. University of North Texas, Educational Leadership, US Source:
Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol 77(8-A)(E), 2017.
Publisher: US : ProQuest Information & Learning
Other Journal Titles: Dissertation Abstracts International
ISSN: 0419-4209 (Print)
ISBN: 978-1339583242
Language: English
Keywords: self-efficacy, academic engagement, student-teacher relationships, male students
Abstract: The purpose of the current study was to discern the effects of three latent constructs---self-efficacy, academic engagement, and student-teacher relationships on Algebra I achievement among ninth-grade African American male students. A nationally representative sample from the High School Longitudinal Study of 2009 (HSLS09) was used in the study. Study participants were 697 African American males enrolled in ninth grade in the fall of 2009 across the United States. Structural Equation Modeling (SEM) analytical procedures were performed to test the hypothesized relationships of Bandura's social cognitive theory (SCT) theoretical assumptions. The results indicate that the three latent variables directly or indirectly were related to Algebra I achievement among ninth grade African American male students. Moreover, the results revealed that self-efficacy and student-teacher relationship constructs had direct significant impact on Algebra I academic performance; nonetheless, the relationships were not strong. These two latent variables had small effect sizes of 5% and 1%, respectively. Combined, self-efficacy, academic engagement, and student-teacher relationships explained only 8% of the variance in the Algebra I achievement among African
American males across the United States (R2=.08). The magnitude effect of these factors on Algebra I achievement was minimal. Overall, these findings suggest that the self-efficacy and student-teacher relationships latent variables had a negligible effect as predictors of Algebra I academic success among ninth grade African American male students. A summary of the results are presented and future research is recommended. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Document Type: Dissertation
Dissertation Details: UMI Order Number: AAI10075958 OpenURL: http://gateway.proquest.com.slcc.idm.oclc.org/openurl?url_ver=Z39.88-2004&rft_va l_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:1007595 8 Advisor(s): Jimmy K. Byrd; Prathiba Natesan Degree: Ph.D., 2015 Institution: University of North Texas Department: Educational Leadership
Subjects: *Academic Achievement; *Human Males; *Self-Efficacy; *Students; *Teacher Student Interaction
PsycInfo Classification: Educational & School Psychology (3500)
Population: Human Male
Location: US
Age Group: Adolescence (13-17 yrs)
Methodology: Empirical Study; Longitudinal Study; Mathematical Model; Quantitative Study
Format Covered: Electronic
Publication Type: Dissertation Abstract
Release Date: 20170313
Correction Date: 20221128
Accession Number: 2016-47715-111
Database: APA PsycInfo
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