Development and validation of a measure to assess head start children's appraisals of teacher support

Mantzicopoulos, Panayota; Neuharth‐Pritchett, Stacey

doi:10.1016/j.jsp.2003.08.002

Cited by 119 publications

(137 citation statements)

References 45 publications

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“…Table 2 shows the factor loadings of the items on the two extracted factors. It can be seen that the resulting factor structure replicates the Warmth and Conflict subscales originally proposed quite well [22]. However, five items presented significant cross-loadings with both the extracted factors: items 5, 12, and 13 from the Warmth subscale, and items 26 and 31 from the Conflict subscale.…”

Section: Methodssupporting

confidence: 63%

“…The total number of teachers involved was 163 (95% female). [22] is a recently developed tool that aims to assess the child's perception of his/her relationship with the teacher with reference to the dimensions typically used in the literature in investigating this construct. These are: Warmth (i.e., closeness and warmth in the relationship); autonomy support (which replaces the Dependency dimension used for example in STRS), and Conflict.…”

Section: Participantsmentioning

confidence: 99%

“…A more recently developed instrument is the Young Children's appraisals of teacher support (Y-CATS) [22]. The tool's development was based on the literature from the last two decades investigating the nature and dimensionality of the STR from an attachment perspective (e.g [2]; [37 -39]; [18]).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Examining Student-teacher Relationship from Students’ Point of View: Italian Adaptation and Validation of the Young Children’s Appraisal of Teacher Support Questionnaire

Longobardi¹,

Gastaldi²,

Prino³

et al. 2016

TOPSYJ

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Section: Methodssupporting

confidence: 63%

Section: Participantsmentioning

confidence: 99%

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Examining Student-teacher Relationship from Students’ Point of View: Italian Adaptation and Validation of the Young Children’s Appraisal of Teacher Support Questionnaire

Longobardi¹,

Gastaldi²,

Prino³

et al. 2016

TOPSYJ

View full text Add to dashboard Cite

show abstract

“…Nos résultats s'inscrivent également dans la continuité des études comparatives qui ont pu montrer que les enfants issus des pédagogies centrées sur l'enseignant sont plus sensibles aux effets-maîtres, en ce qu'ils déve-loppent une plus grande dépendance vis-à-vis des adultes (Stipek et Feiler, 1995). De récentes études ont néanmoins pu démontrer que les relations entre enseignants et élèves avaient plus d'effets sur la scolarité lorsqu'elles étaient mauvaises que lorsqu'elles étaient positives (Hamre et Pianta, 2001 ;Henricsson et Rydell, 2004 ;Hughes, 2011 ;Mantzicopoulos et Neuharth-Pritchett, 2003), ce qui vient nuancer la portée de notre recherche.…”

Section: Discussion Des Résultatsunclassified

Le passage d’une pédagogie centrée sur l’élève vers une pédagogie centrée sur l’enseignant : une étude de cas comparative

Brito

2013

rse

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Nous étudions la transition entre une école primaire et un collège (premier cycle du secondaire). Nous comparons, d’un côté, les élèves issus d’une école primaire proposant une pédagogie centrée sur l’élève ; de l’autre, les élèves issus d’une école proposant une pédagogie centrée sur l’enseignant. Nous comparons leurs performances scolaires et certaines dimensions psychologiques mesurées à l’aide d’un questionnaire. Sur le plan scolaire, aucune différence n’est constatée. Sur le plan psychologique, les élèves issus d’une pédagogie centrée sur l’élève font preuve d’une grande habileté sociale et relationnelle sans qu’il soit pour autant possible d’évoquer de plus grandes capacités d’adaptation.This article focuses on the issue of transition from a child-centered primary school to a teacher-centered secondary school. We compare the schooling of two groups of pupils, one coming from child-centered classes with one of pupils from teacher-centered classes, comparing their academic achievement and some psychological dimensions assessed using psychometrical tools. The results indicate that on the academic level there is no difference between the two groups. On the psychological level, children from child-centered classes demonstrate greater social and relational skills, however it is not possible to evoke better adaptation capacities.Estudiamos la transición entre una escuela primaria que propone una pedagogía centrada en el alumno y un colegio que utiliza una pedagogía centrada en el docente. Comparamos dos grupos : de un lado, los alumnos procedentes de una escuela primaria con una pedagogía centrada en el alumno, del otro, los alumnos procedentes de una escuela con una pedagogía centrada en el docente. Comparamos el rendimiento escolar y algunas dimensiones psicológicas evaluadas mediante un cuestionario. En el plan escolar no se observa ninguna diferencia. En el plan psicológico, los alumnos procedentes de las clases con pedagogía centrada en el alumno demuestran una gran habilidad social y relacional sin que sea posible por ello hablar de mayores capacidades de adaptación

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“…When interviewed individually with items that are concretely worded, children as young as 4 years of age provide reliable and meaningful information about teachers' behaviors toward them (Montzicopoulos & Neuharth-Pritchett, 2003). Children as young as first grade are aware of teacher differential behavior to high and low ability students (Weinstein et al, 1987), and their rankings of classmates' relative abilities align with teacher ratings (Stipek, 1981;Stipek & Tannatt, 1984).…”

Section: Implications Of Teacher Differentiating Practices For Studenmentioning

confidence: 99%

Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement

Zhang

2007

Contemporary Educational Psychology

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This study examined the effects of classroom indegree for ability (the degree to which peer nominations as academically capable show high consensus and focus on a relatively few number of children in a classroom) on first grade children's peer acceptance, teacher-rated classroom engagement, and self-perceived cognitive competence. Participants were 291 children located in 84 classrooms. Participating in sociometric interviews were 937 classmates. Consistent with social comparison theory, classroom indegree moderated the associations between children's achievement and classroom engagement and peer liking. Children with lower ability, relative to their classmates, were less accepted by peers and less engaged in classrooms in which students' perceptions of classmates' abilities converged on a relatively few number of students than in classrooms in which peers' perceptions were more dispersed. High indegree was associated with lower self-perceived cognitive competence regardless of ability level.

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Development and validation of a measure to assess head start children's appraisals of teacher support

Cited by 119 publications

References 45 publications

Examining Student-teacher Relationship from Students’ Point of View: Italian Adaptation and Validation of the Young Children’s Appraisal of Teacher Support Questionnaire

Examining Student-teacher Relationship from Students’ Point of View: Italian Adaptation and Validation of the Young Children’s Appraisal of Teacher Support Questionnaire

Le passage d’une pédagogie centrée sur l’élève vers une pédagogie centrée sur l’enseignant : une étude de cas comparative

Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement

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