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ERIC Number: EJ934215
Record Type: Journal
Publication Date: 2011-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1045-3830
Is Authoritative Teaching Beneficial for All Students? A Multi-Level Model of the Effects of Teaching Style on Interest and Achievement
Dever, Bridget V.; Karabenick, Stuart A.
School Psychology Quarterly, v26 n2 p131-144 Jun 2011
This study examined the effects of the two facets of authoritative teaching--high academic press and caring for students--on student interest and achievement in mathematics for middle and high school students (N = 3,602 in 198 classrooms), and whether those effects are moderated by students' ethnicity (Hispanic, Vietnamese, and Caucasian Non-Hispanic). Tested with hierarchical modeling, a trend suggested that the authoritative teaching style predicted higher levels of interest for Hispanic students; however, the trend for caring was approaching significance, which suggests that future research should be conducted to determine whether authoritative and authoritarian teaching styles truly have different effects on interest for this group. Authoritarian teaching (high press and low caring) was positively related to interest for Vietnamese students. Results for Caucasian students did not differ from Hispanic students, but should be interpreted with caution due to small sample size. For all students, authoritarian teaching was positively associated with achievement gains. Results are discussed in terms of the relationships between teaching style and different academic outcomes among particular student groups, as informed by the parenting style and teaching style literatures. (Contains 2 figures and 4 tables.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California