Perceived Teacher Acceptance, Parental Acceptance, Academic Achievement, and School Conduct of Middle School Students in the Mississippi Delta Region of the United States
Bibliographic Data
| ID | 7738839 |
|---|---|
| Authors | Shaila Khan (Tougaloo College, Tougaloo, MS,, corresponding author), Linden Haynes (Tougaloo College, Tougaloo, MS), Alfredlene Armstrong (Tougaloo College, Tougaloo, MS), Ronald P Rohner (0000-0002-0061-696X, University of Connecticut, Storrs, CT) |
| Year | 2010 |
| Volume | 44 |
| Issue | 3 |
| Pages | 283-294 |
| Publication date | 2010-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cross-Cultural Research (JOURNAL) |
| Journal identifiers | ISSN: 1069-3971 • E-ISSN: 1552-3578 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1069397110368030 |
| OpenAlex | W1967748952 |
| Language | EN |
| Citations received | 8 |
| References cited | 21 |
This study investigated the effects of perceived teacher acceptance as well as perceived maternal and paternal acceptance on the academic achievement and school conduct of 362 seventh-grade adolescents in the Mississippi Delta region of the United States. Results showed a significant correlation between perceived teacher acceptance and boys’ (but not girls’) overall grade point average (GPA). Perceived maternal acceptance (but not paternal acceptance) also correlated with boys’ GPA. Neither maternal nor paternal acceptance, however, was correlated with girls’ academic achievement. However, the more accepting both girls and boys perceived their teachers to be, the better behaved teachers reported the students to be. Finally, results of simple multiple regression analysis showed that perceived teacher acceptance contributed significantly and independently to variations in both school conduct and GPA among boys, but not girls
Academic achievement · Developmental psychology · Peer acceptance · Peer group · Social acceptance · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Gender differences in scholastic achievement
Affective Teacher–Student Relationships and Students' Engagement and Achievement
Perceived mother and father acceptance‐rejection predict four unique aspects of child adjustment across nine countries
Children's Parents
Academic Achievement in Physical Education
Father Love and Mother Love
When conduct achievement does (and does not) make you smile
Influence of Perceived Teacher Acceptance and Parental Acceptance on Youth’s Psychological Adjustment and School Conduct
Social relationships and motivation in middle school
Caring school communities
Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance
Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development
Students' Need for Belonging in the School Community
Assessing Social Support in Elementary School Children
Children's drawings provide a new perspective on teacher–child relationship quality and school adjustment
Early Adolescents' Perceptions of Patterns of Parenting, Teaching, and School Atmosphere
Representations of Relationships to Teachers, Parents, and Friends as Predictors of Academic Motivation and Self-Esteem
The Social Context of School Success for Latino Middle School Students
Low- and high-achieving Australian secondary school students
Children's interpersonal behaviors and the teacher–child relationship
Ethnic differences in adolescent achievement
Development during adolescence
Examining Social Capital as a Mechanism for Improving School Engagement Among Low Income Hispanic Girls
| Citations per year | 0.67 |
|---|---|
| Citation span | 2014 - 2024 (11) |
| Highly cited | No |