Ability and Achievement as Moderating Variables of Student Satisfaction and Teacher Perception

DuCette, Joseph; Wolk, Stephen

doi:10.1080/00220973.1972.11011365

Cited by 5 publications

(2 citation statements)

References 12 publications

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“…Further, although the teachers' responses were consistent and conceptually interpretable, their perceptions of pupil attributes were complex and multifaceted, a finding also suggested in prior research (DuCette & Wolk, 1972;Fleming & Anttonen, 1971;Gesten, 1976;Jackson, 1968). Teachers probably have a priori perceptions of the characteristics of "idealized teachable" pupils.…”

Section: Discussionsupporting

confidence: 70%

The teachable pupil survey: A technique for assessing teachers' perceptions of pupil attributes

Kornblau

1982

Psychol. Schs.

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The Teachable Pupil Survey was developed to measure teachers' perceptions of attributes that characterize teachable pupils. Teachers were asked to generate their perceptions of "idealized teachable" pupils and to identify "teachable" attributes from an adjective checklist. The responses were submitted to a multidimensional scaling technique, item reliability was established, and the 33 descriptors were organized into a Likert-type scale consisting of three major dimensions. The dimensions were labelled Cognitive-Motivational Behaviors, School-Appropriate Behaviors, and Personal-Social Behaviors.

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Section: Discussionsupporting

confidence: 70%

The teachable pupil survey: A technique for assessing teachers' perceptions of pupil attributes

Kornblau

1982

Psychol. Schs.

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“…The second typically employ a small number of less focused but generally academically oriented ratings of behaviors and attitudes, such as "industry" and "responsibility" (Ryan, 1958), "maturity," "writing skills," (Holland, 1959), and "academic attitudes" (DuCette & Wolk, 1972). Studies of the third type, summarized by Schaefer (1971), include large numbers of ratings of varied and fairly specifically defined behaviors generally centering around personality traits.…”

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confidence: 99%

Dimensions of Children’s Classroom Behavior, as Perceived by Teachers

Solomon

Kendall

1977

American Educational Research Journal

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Teachers described the classroom behavior of 205 3rd-and 4th-grade children with a 30-item rating scale. Factor analysis of the scale produced four factors, which were called: democratic, cooperative behavior; autonomous intellectual orientation; responsible perseverant striving behavior; and involvement in class activities. Correlations of factor scores with measures of achievement test performance, creativity, inquiry skill, and various orientations, motives, attitudes and values were investigated. Patterns of correlations with the two achievement-related factors suggested that teachers can validly discriminate between "perseverant'* and "autonomous, intellectual" approaches to achievement.

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High school student satisfaction and perceptions of the school environment

Colton

White

1985

Contemporary Educational Psychology

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Ability and Achievement as Moderating Variables of Student Satisfaction and Teacher Perception

Cited by 5 publications

References 12 publications

The teachable pupil survey: A technique for assessing teachers' perceptions of pupil attributes

The teachable pupil survey: A technique for assessing teachers' perceptions of pupil attributes

Dimensions of Children’s Classroom Behavior, as Perceived by Teachers

High school student satisfaction and perceptions of the school environment

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