MAÜ GCRIS Standart veritabanının içerik oluşturulması ve kurulumu Research Ecosystems (https://www.researchecosystems.com) tarafından devam etmektedir. Bu süreçte gördüğünüz verilerde eksikler olabilir.
 

Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

Loading...
Thumbnail Image

Date

2022

Journal Title

Journal ISSN

Volume Title

Publisher

SAGE Publications

Open Access Color

OpenAIRE Downloads

OpenAIRE Views

Research Projects

Organizational Units

Journal Issue

Events

Abstract

This study investigated the associations between teachers’ immediacy behaviors, high school students’ academic achievement, and several demographic variables including gender, school type, class level, and the transition from primary to secondary education examination (TPSE) scores. A mixed methods research design was employed involving surveys and interviews. The survey was administered to 340 high school students attending 11 state schools in the Southeastern Region of Turkey. Interviews were conducted with 60 students attending the same schools. Findings of the research indicated (1) a moderate, positive, and significant relationship between students’ academic achievement and their TPSE scores; (2) a low, positive, and significant relationship between their academic achievement and teachers’ immediacy behaviors; and (3) a low, negative, and significant relationship between the students’ TPSE scores and teachers’ immediacy behaviors. Findings point to the importance of a holistic investigation of the factors associated with achievement at high school and the specific role played by teachers’ immediacy behaviors.

Description

Keywords

Teacher immediacy behaviors, academic achievement, student voice, school type

Turkish CoHE Thesis Center URL

Fields of Science

Citation

WoS Q

Q2

Scopus Q

Source

SAGE Open

Volume

Issue

Start Page

End Page