Το ψυχοκοινωνικό κλίμα της τάξης, η διαπροσωπική συμπεριφορά του εκπαιδευτικού και η σχέση τους με την επίδοση και τις στάσεις μαθητών δημοτικού σχολείου στη γλώσσα και τα μαθηματικά: (Doctoral thesis)
The purpose of the present study was to thoroughly investigate the conceptual meaning of the constructs “psychosocial classroom climate” and “teacher interpersonal behavior” in a sample of students attending the 5th and 6th grades of the Greek primary school, as well as their teachers, and to examine the effect of these constructs on students’ achievement and attitudes in Language and Mathematics. The study was based on a mixed-methods research design which included two pilot and one main studies. Semi-structured interviews with a sample of 48 students and 12 teachers were carried out in the first pilot study, the outcomes of which assisted the adaptation of two internationally acknowledged questionnaires for measuring the target constructs. In the second pilot study, the two questionnaires were administered to a random sample of 504 students and 36 teachers, along with scales measuring the target variables of the study (i.e. students’ achievement and attitudes, achievement goals and self-efficacy), in order to examine their psychometric properties. Finally, in the main study, the measures were administered to a random sample of 984 students and 77 teachers, in order to investigate the effects of the classroom psychosocial climate and teacher’s interpersonal behavior on students’ achievement and attitudes, and to examine the mediational role of students’ self-efficacy and achievement goals. Results indicated that both students and teachers identified, through their descriptions, the seven indices of the classroom psychosocial climate and the eight facets of teachers’ interpersonal behavior previously established in the relevant research literature, with certain modifications as to the exact manifestation of these indices and facets in the Greek elementary context. In addition, results also showed that perceived psychosocial climate and perceived teacher interaction were significantly related to students’ achievement and attitudes, with this relation following various pathways, partially mediated by students’ achievement goals and self-efficacy. Implications for practice, research and future directions are discussed.
|Alternative title / Subtitle:||Ο ρόλος της αυτεπάρκειας και των στόχων επίτευξης|
|Institution and School/Department of submitter:||Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης|
|Subject classification:||Classroom environment--Psychological aspects|
Interaction analysis in education
|Keywords:||Ψυχοκοινωνικό κλίμα τάξης,Διαπροσωπική συμπεριφορά εκπαιδευτικού,Στόχοι επίτευξης,Αυτεπάρκεια,Σχολική επίδοση,Classroom psychosocial climate,Teacher’s interpersonal behavior,Achievement goals,Self-efficacy,Achievement|
|Appears in Collections:||ΠΑΙΔΑΓΩΓΙΚΟ ΤΜΗΜΑ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ|
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|Xaralampous Kyriakos_2014.pdf||Διδακτορική διατριβή||2.59 MB||Adobe PDF||View/Open Request a copy|
|Xaralampous Kyriakos Parartima_2014.pdf||Διδακτορική διατριβή_Παράρτημα||3.08 MB||Adobe PDF||View/Open Request a copy|
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