Session Information
09 SES 05 C, Interactive Poster Session
Interactive Poster Session
Contribution
Educational environment research has been evaluated in many educational policies through empirical and theory research. However, these research questions were associated with relationship student levels of learning and individual problems in one occasion (at least one). This study examined the effects of perception of a teacher’s teaching attitudes and student’s self-directed learning activities and attitudes on student academic achievement in school. Through the use of perception of a teacher’s teaching attitudes and student’s self-directed learning activities and attitudes in a multivariate 2nd-order factor latent growth modeling approach that characterized the changes individuals across time. Students essentially learn to live a life from school of basic education. Specially, teachers’ teaching activities and styles has been provided to student’s academic aspect such as motivation and interest, learning attitudes and academic achievement. From a teacher‘s point of view, teachers’ learning factor should be offered in schools to emphasize students’ knowledge and skill learning. In the last 30 years, the effects of interaction teacher–student relationships have received considerable attention in the educational environments. Based on teachers’ aspects of student perceptions, research has shown that student–teacher relationships are linked to motivational, cognitive, and school adjustment outcomes(Blankemeyer, Flannery, & Vazsonyi, 2002; Davis, 2001; Demaray & Malecki, 2002; Ryan & Patrick, 2001). Furthermore, previous research pointed out that student’s perception of teachers evaluation is important issue. Recently, many authors (Bradley & Cowyn, 2002; Sinnema and Robinson 2007; Wentzel, 1997) teacher at the school scene, understanding the learner's thinking processes and individual differences reflect in the form of teaching and learning content. Even if teachers consider training activities the characteristics of learners, a broad knowledge and understanding of the information, as well as individual learners have an understanding of the psychological or emotional factors necessary (So, 2009). It has been proposed that teacher characteristic were a particularly powerful predictor to the learning process of the education environment and academic motivation. Student learning processes are occurring in schools, the overall understanding of motivation and behavior can be explained by the academic motivation such as self-directed learning. Generally, self-directed learning concept is how to choose self-learning and learning strategies, according to their characteristics or means to choose their own methods of learning. Also, self-directed learning includes two major categories of predictor variables: intrinsic motivation(IC) and self-efficacy (SEF) (Bandura, 1977; Ames & Archer, 1988). Among intrinsic motivation and self-efficacy has widely attracted the attention of educational researchers because it has been found consistently to possess positive or negative associations with the academic outcome and behavioral components of student learning style. Although these studies provided initial framework within which to study teacher and student behavior, all of these studies are cross-sectional designs. While this research carefully conducted longitudinal design to individual experience meaningful changes to over time. The purpose of this study, therefore, is to directly examine change in student’s perception of teacher’s teaching attitudes and self-directed learning, academic achievement. In order to do this, student’s self-directed learning will be mediated by increased perception of teacher’s teaching attitudes and academic achievement.
Method
Expected Outcomes
References
Ames, C., & Archer, J. (1988). Achievement goal in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267. Bradley, R. H., & Corwyn, R. F.(2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371-399. Kim, S., & Yoon, M (2004). An interest in learning and learning environment designed to promote intrinsic motivation. Korea Teaching Methods 16 (1), 39 - 66. Blankemeyer, M., Flannery, D. J., & Vazsonyi, A. (2002). The role of aggression and social competence in children’s perceptions of the child– teacher relationship. Psychology in the Schools, 39(3), 293– 304. Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305–316. Ovando, M.N., and A. Ramirez.(2007). Principals’ instructional leadership within a teacher performance appraisal system: Enhancing students’ academic success. Journal of Personnel Evaluation in Education 20: 85–110. So, Y. (2008). The perceived social support, academic self-efficacy and the relationship between achievement motivation and academic achievement: a path model centered. Research in Educational Psychology, 17 (2), 49 - 64. Tyler, L. (1964). The concept of an ideal teacher-student relationship. The Journal of Educational Research, 58(3), 112-117. Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437– 460. Sinnema, C.E.L., and V.M.J. Robinson. 2007. The leadership of teaching and learning: Implications for teacher evaluation. Leadership and Policy in Schools 6: 319–43.
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