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The relationship between high school students' perceptions of teacher respect and academic achievement, attendance, and discipline problems.

机译：高中生对老师的尊重感与学业成绩，出勤率和学科问题之间的关系。

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摘要

This research study was designed to investigate the relationship between high school students' perceptions of teacher respect and the educational outcomes of academic achievement, attendance, and discipline problems. This study also extended and replicated the research of D. Ellis (1997) in order to investigate the generalizability and efficacy of his findings. A review of the literature demonstrated that positive student-teacher relationships are associated with improved academic performance and affective outcomes. Moreover, respect from teachers was found to be important to students and the quality of students' relationships with teachers seemed predicated on the level of respect received from teachers and other adults.;The sample for this study included 511 high school students attending two public high schools in Connecticut. A self-administered questionnaire entitled the Perception of Teacher Respect Survey (PTRS) was used to collect information about high school students' perceptions of teacher respect. The outcome variables, which included grade point average, absences, and discipline problems, were collected using student educational records and self-report assessments. The demographic variables of gender, grade level, race/ethnicity, and instructional level are also examined. The data was analyzed using the Statistical Package for the Social Sciences (SPSS) 12.0 for Windows. Specifically, descriptive statistics, Pearson Product Moment Correlation, One Way Analysis of Variance, and Independent Samples t-test were calculated using student records, demographic data, and the total scale score from the PTRS.;Results of this study indicated that students' perceptions of teacher respect are positively correlated with academic achievement and negatively correlated with absenteeism and discipline problems. Furthermore, students' who perceived high levels of teacher respect had higher academic achievement and fewer absences and discipline problems. Independent samples t-tests and one-way analysis of variance revealed significant differences for students' perceptions of teacher respect by gender, race/ethnicity, and instructional level. No significant differences were found by grade level.;In general, this research study provides evidence that students' who perceive teachers as respectful tend to have higher grades, lower absenteeism, and fewer discipline problems. Based on the findings and limitations of the study, implications for educational practice and recommendations for future research were discussed.
机译：本研究旨在调查高中生对老师的尊重感与学业成就，出勤率和学科问题的教育结果之间的关系。这项研究还扩展并复制了D. Ellis（1997）的研究，以研究其发现的普遍性和有效性。对文献的回顾表明，积极的师生关系与学习成绩的提高和情感效果的提高有关。此外，发现老师的尊重对学生很重要，学生与老师的关系的质量似乎取决于老师和其他成年人的尊重程度。该研究的样本包括511名高中生参加了两次公立高中康涅狄格州的学校。一项名为“教师尊敬感调查”（PTRS）的自我管理调查表用于收集有关高中生对教师尊敬感的信息。使用学生的教育记录和自我报告评估来收集结果变量，包括平均成绩，缺勤和学科问题。还检查了性别，年级，种族/民族和教学水平的人口统计学变量。使用Windows的社会科学统计软件包（SPSS）12.0对数据进行了分析。具体而言，使用学生记录，人口统计学数据和PTRS的总分评分来计算描述性统计数据，皮尔逊乘积矩相关性，方差的单向分析和独立样本t检验。本研究结果表明学生的感知教师尊重的程度与学业成绩成正相关，与旷课和学科问题成负相关。此外，认为老师高度尊重的学生的学业成绩更高，缺勤和纪律问题更少。独立样本t检验和方差的单向分析表明，按性别，种族/民族和教学水平，学生对老师的尊重感存在显着差异。总的来说，本研究提供的证据表明，认为老师受到尊重的学生往往具有较高的成绩，较低的缺勤率和较少的学科问题。基于研究的发现和局限性，讨论了对教育实践的意义以及对未来研究的建议。

著录项

  • 作者

    Fernandes, Michael S.;

  • 作者单位

    University of Bridgeport.;

  • 授予单位 University of Bridgeport.;
  • 学科 Secondary education.
  • 学位 Ed.D.
  • 年度 2005
  • 页码 120 p.
  • 总页数 120
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 农业化学;
  • 关键词

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