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ERIC Number: ED429097
Record Type: RIE
Publication Date: 1999-Feb
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Students' Perceived Support from Teachers: Impacts on Academic Achievement, Interest in Schoolwork, Attendance, and Self-Esteem.
Yeung, Alexander Seeshing; McInerney, Dennis M.
U.S. junior high school students in grades 7 and 8 (N=226) responded to survey items on their self-esteem and interest in schoolwork, their personal expectancy of completing high school, and perceived support from their teachers, parents, and peers for this expectancy. Their grade point average (GPA) and attendance data were obtained from school records. Structural equation models found that each of the four factors (Personal, Teacher, Parent, and Peer) had noteworthy positive impacts on self-esteem, interest in schoolwork, and GPA. The Personal and Teacher factors also had negative impacts on absence from school. However, when all four predictors and four outcome measures were considered in the same model, for all four outcomes, the strongest paths were from the Teacher factor, stronger than the paths from the Personal factor or from the significant others. These results show the importance of teacher support at the critical stage of early high school. Teacher educators should equip teachers in training and in service to provide students with favorable feedback on academic expectancy. An appendix lists study variables with their alpha reliability estimates. (Contains 2 tables and 37 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference on Teacher Education (Hong Kong, February 22-24, 1999).