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ERIC Number: ED525284
Record Type: Non-Journal
Publication Date: 2011-Apr
Pages: 53
Abstractor: As Provided
Reference Count: 44
Social Motivation in the Secondary Classroom: Assessing Teacher-Student Relationships from Both Perspectives
Gehlbach, Hunter; Brinkworth, Maureen E.; Harris, Anna
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, Apr 8-12, 2011)
Scholars have amassed robust evidence that teacher-student relationships (TSR) are associated with a multitude of valued student outcomes. Although much of this research has focused on elementary-school students, TSR are vital at the secondary-school level. Drawing from a sample of 922 middle and high school students and their 127 teachers in six different schools, this article examines these relationships with three goals in mind. First, we describe the development of a multifaceted approach to measuring TSR at the secondary level that addresses four complexities of these relationships. Next, we focus on four of these schools to examine how this measure predicts a series of student achievement, affective, behavioral, and motivational outcomes. By contrasting this new, multifaceted approach to a more traditional approach, we find that this new measure sharpens our understanding of how TSR are associated with an array of student outcomes. Finally, we assess the promise of TSR as a focal point for future interventions. Given our findings in combination with prior research, we conclude that field experiments to test whether improved TSR cause improvements in student outcomes are not only warranted, but could have major theoretical and practical implications for social motivation in secondary classrooms. Two appendixes present: (1) Teacher-Student Relationship Scale: Student and Teacher Items; and (2) Student Outcome Measures. (Contains 2 footnotes, 1 figure, and 6 tables.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Spencer Foundation; American Psychological Association
Authoring Institution: N/A