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ERIC Number: EJ852895
Record Type: Journal
Publication Date: 2009
Pages: 20
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0897-5264
Student Attachment Stances, Instructor Immediacy, and Student-Instructor Relationships as Predictors of Achievement Expectancies in College Students
Creasey, Gary; Jarvis, Patricia; Gadke, Daniel
Journal of College Student Development, v50 n4 p353-372 Jul-Aug 2009
In the present research, associations between student attachment stances, verbal and nonverbal instructor immediacy, student-instructor relationships, and student achievement orientations were specified. It was predicted that positive student-instructor relationships would mediate associations between student attachment stances, instructor classroom behaviors and achievement orientations. To test this prediction, college students (N = 263) completed measures assessing achievement orientations, attachment stances, instructor relationship, and instructor-related behaviors in a randomly determined class. Instructor immediacy was significantly related to student achievement orientations; however, this association was partially mediated by student-instructor relationship quality. Highly immediate instructors had students who reported positive relationships with them, and this stance was associated with proficient achievement orientations. Student attachment stances were largely unrelated to relationships with instructors and achievement orientations. Implications for research and practice are offered. (Contains 6 tables.)
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A