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ERIC Number: EJ922697
Record Type: Journal
Publication Date: 2011-Jun
Pages: 24
Abstractor: As Provided
Reference Count: 78
ISBN: N/A
ISSN: ISSN-1381-2890
Associations of Teacher Credibility and Teacher Affinity with Learning Outcomes in Health Classrooms
Gray, DeLeon L.; Anderman, Eric M.; O'Connell, Ann A.
Social Psychology of Education: An International Journal, v14 n2 p185-208 Jun 2011
In the present study (N = 633), we examine the role of teacher credibility and teacher affinity in classrooms. We explore the relations among these two characteristics and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across high school classrooms. Results marshaled support for the notion that teacher characteristics are associated with classroom-level gains in learning outcomes. Above and beyond student-level predictors, teacher credibility (aggregated to the classroom level) was positively related to increases in knowledge across classrooms, whereas aggregated teacher affinity was positively related to an increased valuing of learning about HIV and pregnancy prevention across classrooms. Future directions and implications for practice are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A