Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(student behavioral characteristics). Showing records 1 – 2 of 2 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of Louisville

1. Wyrick, Amanda Jeane. Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.

Degree: PhD, Department of Educational and Counseling Psychology, 2011, University of Louisville

This dissertation provides an examination of contributing factors to high quality teacher-student relationships during adolescence. High quality teacher-student relationships have been linked to better academic, emotional, and social functioning for students in elementary, middle, and high school. While the importance of teacher-student relationships is well documented, less is known about contributors to the relationship, especially during adolescence. Previous research has identified that in younger populations a student's gender, income, behavioral characteristics, and parental involvement can influence the nature of the teacher-student relationship. This dissertation provides an important extension of contributing factors into the adolescent age group, where teacher-student relationships offer an additional source of adult support and positively impact bonding to school norms and emotional functioning. This dissertation uses 820 participants from the NICHD Study of Early Child Care and Youth Development. Collection of data for use in this study occurred in 2006, which adolescents were 15 years of age. Data were collected from adolescents via questionnaires in the lab and home and from parents in the home only. Demographic data included gender and income. Additional data was collected from measures of teacher relationships, maternal and paternal involvement, and behavioral problems. A series of hierarchical linear regression analyses were conducted to determine the extent to which parental involvement and behavioral characteristics predict the quality of teacher-student relationships as well as to what extent behavioral characteristics and income moderate the relationship between parental involvement and teacher-student relationship quality. Results from this dissertation indicate that both gender and income are significantly related to teacher-student relationship quality, with girls experiencing more high quality relationships. Income results were mixed. Students from high-income homes experienced more quality in overall relationships with teachers while low-income students endorsed better individual teacher relationships. Furthermore, ratings of both maternal and paternal involvement were significantly related to higher ratings of teacher-student relationship quality. Taken together, research indicates that parents who are involved in a student's education influence the relationship the child has with his/her teacher, thereby improving academic success and emotional functioning. The dissertation concludes with implications for educators, schools, and counselors.

Subjects/Keywords: Parental involvement; Teacher-student relationships; Behavioral characteristics; Teacher bonding

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wyrick, A. J. (2011). Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1599 ; https://ir.library.louisville.edu/etd/1599

Chicago Manual of Style (16th Edition):

Wyrick, Amanda Jeane. “Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.” 2011. Doctoral Dissertation, University of Louisville. Accessed September 23, 2019. 10.18297/etd/1599 ; https://ir.library.louisville.edu/etd/1599.

MLA Handbook (7th Edition):

Wyrick, Amanda Jeane. “Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.” 2011. Web. 23 Sep 2019.

Vancouver:

Wyrick AJ. Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Sep 23]. Available from: 10.18297/etd/1599 ; https://ir.library.louisville.edu/etd/1599.

Council of Science Editors:

Wyrick AJ. Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/1599 ; https://ir.library.louisville.edu/etd/1599


Georgia State University

2. Aldabayan, Yousef Saad. Clinical Instructors’ Perceptions of Effective Student Behavioral Characteristics Among Respiratory Therapy Students in the State of Georgia.

Degree: MS, Respiratory Therapy, 2015, Georgia State University

Clinical Instructors’ Perceptions of Effective Student Behavioral Characteristics Among Respiratory Therapy Students in the State of Georgia By Yousef Aldabayan (Under the Direction of Dr. Lynda T. Goodfellow) ABSTRACT Background: Student behavioral characteristics are perceived to be crucial factors in developing and nurturing desirable qualities of future professionals. Similar to how respiratory therapy (RT) clinical instructors (CIs) are expected to possess great teaching skills, it is significant to determine the effective student behavioral characteristics among RT students in order to identify what motivates them and what qualities influence their clinical success in relation to the perceptions of RT CIs. PURPOSE: The aim of this study was to identify and acknowledge the effective behavioral characteristics of RT students based on what the RT CIs in the State of Georgia perceive to be most and least important. METHODS: A descriptive survey was used to collect data. The survey was modified and later emailed to all RT CIs and registered proactive members of the American Association for Respiratory Care (AARC), according to their website. The descriptive survey was composed of four main domains, including professional competence, relationship with the CI, personal attributes, and the perceptions of CIs and its role in their motivation to teach. Forty-one behavioral characteristics were revealed on a five-point Likert scale based on importance. RESULTS: One hundred eighty-four responses were received out of the eight hundred surveys emailed to the CIs, with a response rate of 23%. Most of the respondents specified a bachelor degree as their highest degree. From the list of student behavioral characteristics, “Show genuine interest in patients and their care” in clinical was perceived as the most important student behavioral characteristic (M 4.67, S.D ± .57). However, the RT students’ need to “be honest and direct to the CIs” was determined to be the most important behavioral characteristic (M 4.40, S.D ±0.70). In addition, to “demonstrate effective communications skills” was determined as the most important characteristic in the personal attributes domain (M 4.5, S.D ±0.56). Lastly, the “CIs stay motivated to teach and assist students when faced with acceptable student behaviors” was the most important domain of CIs’ perceptions of student behavioral characteristic that motivates them to teach, (M 4.38, S.D ±0.67). CONCLUSION: RT CIs from the list of active AARC members agreed that showing genuine interest in patients and their care was the most effective student behavioral characteristic among RT students in the State of Georgia. According to these findings, it is highly suggested that RT clinical students should work hard in improving their behaviors and attitudes toward their CIs to increase their motivation in achieving their goals in clinical learning. Advisors/Committee Members: Lynda T. Goodfellow, Ed.D., RRT, Robert B. Murray, MS, RRT, Ralph D. Zimmerman, MSM, RRT-NPS.

Subjects/Keywords: CI perception; preceptorship; student behavioral characteristics; respiratory therapy; respiratory therapy students; respiratory care; and clinical training.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Aldabayan, Y. S. (2015). Clinical Instructors’ Perceptions of Effective Student Behavioral Characteristics Among Respiratory Therapy Students in the State of Georgia. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/rt_theses/28

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Aldabayan, Yousef Saad. “Clinical Instructors’ Perceptions of Effective Student Behavioral Characteristics Among Respiratory Therapy Students in the State of Georgia.” 2015. Thesis, Georgia State University. Accessed September 23, 2019. https://scholarworks.gsu.edu/rt_theses/28.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Aldabayan, Yousef Saad. “Clinical Instructors’ Perceptions of Effective Student Behavioral Characteristics Among Respiratory Therapy Students in the State of Georgia.” 2015. Web. 23 Sep 2019.

Vancouver:

Aldabayan YS. Clinical Instructors’ Perceptions of Effective Student Behavioral Characteristics Among Respiratory Therapy Students in the State of Georgia. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Sep 23]. Available from: https://scholarworks.gsu.edu/rt_theses/28.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Aldabayan YS. Clinical Instructors’ Perceptions of Effective Student Behavioral Characteristics Among Respiratory Therapy Students in the State of Georgia. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/rt_theses/28

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.