ERIC Number: ED210563
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Use of Supportive Behaviors by Home Economics Education Students in a Pre-Service Course.
The purpose of a study was to identify factors impacting on supportive behavior exhibited by pre-service home economics education teachers that relate to student-teacher interaction. Four types of positive affective actions were examined: verbal, physical contact, facial, and physical proximity. A pretest/posttest design used videotaped micro-teaching sessions as the tests. The control and two treatment groups were comprised of 123 female students enrolled in four sections of a home economics education orientation class at Brigham Young University. All groups received written and oral feedback on lesson outlines and micro-teaching sessions and three mini lessons between the two sessions. The control group received feedback and mini lessons on instructional behaviors. The first treatment group received feedback on instructional and supportive behaviors; mini lessons were concerned only with instructional behaviors. The second treatment group received feedback and mini lessons on supportive behaviors. Findings were that physical proximity was the most frequently used supportive behavior, use of all supportive behavior increased, there was no significant difference in use of supportive behavior among the three groups, use of facial supportive behavior showed least gain, and there was a positive correlation between a subject's total self-concept score and use of verbal supportive behavior. A significant conclusion was that receiving mini lessons on use of physical contact and proximity had a positive effect on their use. (Five tables are appended.) (YLB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the American Vocational Association (Atlanta, GA, December 1981).