ERIC Number: ED171411
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
Classroom Caring and Concern Affect Student Outcomes.
Neff, Franklin W.
Cognitive, affective, and social effects of teacher involvement with students were investigated for two successive years at two grade levels (grades 4 and 5 in the first year; grades 5 and 6 in the second) and three income levels (low, medium, high). The final sample consisted of 910 students in Year 1 and 816 students in Year 2 obtained from 14 schools. Cognitive measures of student outcomes focused on reading comprehension, knowledge and use of references, and mathematics problem solving. Affective measures dealt with a student's sense of competence as a learner, attitudes towards school, and responsibility as a student. Social measures were peer ratings of getting and giving help in the classroom. Teacher involvement was assessed by means of items on two classroom observation category systems. These items focused on behavior that "warms the climate" or "cools the climate" and behavior that expresses concern, caring and help, or restricts cooperation and is rejecting. In general, results indicated that student performance on all three types of outcomes was higher for high involvement classes, though the data were stronger on cognitive than affective and social measures. The differential impact of teacher involvement on students of various income levels varied with the year of testing, grade level, and type of measure. Extensive tables and references are provided. (SS)
Descriptors: Academic Achievement, Affective Behavior, Affective Objectives, Basic Skills, Classroom Research, Elementary School Students, Helping Relationship, Income, Interaction Process Analysis, Interpersonal Relationship, Productive Thinking, Self Esteem, Student Responsibility, Student Teacher Relationship, Teacher Influence
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Mental Health (DHEW), Rockville, MD.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 8-12, 1979)