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School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender
A Katrin Arens1, Christoph Niepel2
1German Institute for International Educational Research, Frankfurt am Main, Germany.
The British Journal of Educational Psychology
|October 31, 2018
Summary
Student attitudes toward school and perceptions of teacher acceptance decline over time but are reciprocally linked. Interventions should focus on strengthening student-teacher relationships to improve school attitudes.
Area of Science:
- Educational Psychology
- Developmental Psychology
Background:
- Positive school attitudes, encompassing school liking and attachment, correlate with beneficial outcomes.
- Student-teacher relationships are crucial determinants of students' attitudes toward school.
Purpose of the Study:
- To examine developmental trajectories of school attitudes and perceived teacher acceptance in elementary students.
- To investigate the temporal relationship between school attitudes and perceived teacher acceptance.
- To analyze gender differences in these constructs and their development.
Main Methods:
- Longitudinal study of 2,376 German elementary school students (grades 3-4).
- Data collected across three time points using self-ratings.
- Latent growth curve modeling and cross-lagged panel models employed.
Main Results:
- Both school attitudes and perceived teacher acceptance showed a decline over time.
- A positive, reciprocal relationship was observed between school attitudes and perceived teacher acceptance.
- No gender differences in developmental trajectories or temporal relations were found, though girls reported higher levels.
Conclusions:
- Effective strategies are needed to counter the decline in positive school attitudes and perceived teacher acceptance.
- Enhancing student-teacher relationships could positively impact school attitudes, and vice versa.
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