Is authoritative teaching beneficial for all students? A multi-level model of the effects of teaching style on interest and achievement.

Dever, Bridget V.; Karabenick, Stuart A.

doi:10.1037/a0022985

Cited by 62 publications

(54 citation statements)

References 51 publications

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“…Baurmind stated that the presence of authoritative parents result in the, "most positive outcomes" both psychologically and academically. This view is shared by Dever and Karabenick (2011), who found that children who constantly had authoritative parents were intrinsically motivated, and high achieving in school. Similar findings were reported for parenting styles across different cultures, including the Arabic culture (Aldhafri, 2011;Assadi et al, 2007;Besharat et al, 2011;Cheung & McBride-Chang, 2008;Gonzalez, Holbein, & Quilter, 2002;Turner, Chadler, & Heffer, 2009).…”

Section: Teaching Stylesmentioning

confidence: 92%

“…Many researchers have identified these styles as corresponding to those found in the parenting literature. Dever and Karabenick (2011) defined parenting styles according to Baumrind's two dimensions: responsiveness and demandingness. Responsiveness involves warmth, care, and meeting individual needs, while demandingness involves high expectations, strong behavioral control, and autonomy support.…”

Section: Teaching Stylesmentioning

confidence: 99%

“…Dever and Karabenick (2011), for example, examined the effects of the two characteristics of the authoritative teaching style (i.e. academic pressure/demandingness and teacher caring/responsiveness) on students' interest and achievement in mathematics.…”

Section: Teaching Stylesmentioning

confidence: 99%

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The Predictive Role of Teaching Styles on Omani Students’ Mathematics Motivation

Aldhafri

Alrajhi²

2014

IES

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The current study explored the effects of two teaching styles, authoritative and authoritarian, on students' mathematics motivation. The two motivational constructs examined were intrinsic and extrinsic motivation. Data were collected from 425 Omani 8th grade students (males = 202/females = 223, mean age = 13.44, SD = 0.79). Through two questionnaires, students reported their perceptions of their math teachers' teaching styles, and their own motivational orientation towards mathematics. Multiple regression models were used to analyze the data. The findings suggest the two teaching styles play a role in predicting students' mathematics motivation. An authoritative teaching style seems to be the better predictor of the two motivational constructs, when compared with an authoritarian style. Eighteen percent of the variance was accounted for in the intrinsic motivation model, compared with only five percent in the extrinsic motivation model. The educational and cultural contexts were discussed in relation to the research results.

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Section: Teaching Stylesmentioning

confidence: 92%

Section: Teaching Stylesmentioning

confidence: 99%

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The Predictive Role of Teaching Styles on Omani Students’ Mathematics Motivation

Aldhafri

Alrajhi²

2014

IES

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“…Teachers' interaction styles, in turn, were measured in daily learning situations with a particular student. Three dimensions of teachers' interactional styles (see also Dever & Karabenick, ; Kiuru et al., ; Walker, ), adapted from the literature on parenting style (Aunola & Nurmi, ; Baumrind, ; Walker, ), were used: affection, behavioral control, and psychological control. Affection refers to the extent to which the teacher shows warmth, acceptance, and involvement when interacting with the child.…”

Section: Temperament and Academic Skill Developmentmentioning

confidence: 99%

Children's Temperament and Academic Skill Development During First Grade: Teachers' Interaction Styles as Mediators

et al. 2015

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The present study followed 156 Finnish children (M = 7.25 years) during the first grade of primary school to examine to what extent parent- and teacher-rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles with the children. The results showed that the impact of children's low task orientation and negative emotionality on their math skill development was mediated via teachers' behavioral control and, among girls, also by psychological control. The negative impact of children's inhibition on math skill development, in turn, was not mediated via teachers' interaction styles. Temperament did not predict the children's reading skill development during first grade.

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“…Similarly, of note is that AW is viewed differently across cultures; such variations in perceptions of child behavior could play a role in how parents respond to AW behavior (e.g., Dever & Karabenick, 2011). Third, interpersonal differences between teachers, such as their own level of shyness, have also been found to play a role in their evaluation of children who display high levels of AW (Coplan et al, 2011).…”

Section: Limitationsmentioning

confidence: 99%

The Role of Caregiver Support in the Development of Adaptive Approaches to Learning for Preschoolers Who Exhibit Anxious-Withdrawal

Rosenthal¹

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Jason Downer, PhDOne goal of preschool is to provide children with early learning experiences that develop school readiness skills that lay the groundwork for future academic success.Aside from pre-academic skills, such as numeracy and phonemic awareness, one readiness skill, approaches to learning (ATL), captures the way in which children go about the learning process. Adaptive ATL skills such as task persistence, creativity, curiosity, and independence are crucial for academic achievement as they undergird the learning process and enable children to competently engage with classroom tasks.However, preschoolers who display high levels of anxious withdrawal (AW) in the preschool classroom often require more support than peers to develop adaptive ATL.They tend to require additional time to acclimate before engaging, display hypervigilance, and be wary of interacting with others for fear of judgment. While past research suggests a negative relationship between AW and ATL, less is understood about how AW may predict changes in ATL during preschool years, especially in the context of parents and teacher support environments. Further, little is known about the factors that help some children who display higher levels of AW to develop more adaptive ATL than others with similar dispositions. Hence, this study examined the contribution of teacher and parent support, defined as the combined level of demandingness and responsiveness, to changes in ATL over the school year by children exhibiting higher levels of AW.A sample of 749 children who participated in the FACES 2009 study were followed in their first and second preschool year. ATL was evaluated in two contexts: the classroom, as reported by the teacher, and during a 1:1 testing situation, as rated by an assessor. Incoming levels of ATL were included as a predictor in order to measure SUPPORTING ATL DEVELOPMENT IN AW PRESCHOOLERS residual change in ATL over the school year. AW was rated by the teacher. One moderating variable, parent support, was self-report, whereas the other moderator, teacher support, was directly observed within preschool classrooms. In order to examine how the relationship between AW, teacher support, and parent support predicts changes in ATL, and how it may look different between the first second preschool year, two sets of regression models were run for each research question, one for each preschool year.Further, for each year, one model was run with the teacher-rated (TR)-ATL as the outcome and the other with assessor-rated (AR)-ATL as the outcome.Results from correlational analyses indicated that as hypothesized AW tended to be negatively related to ATL. Multilevel regression analyses suggested that change in ATL exhibited by children displaying high levels of AW was dependent upon complex relationships among parent and teacher support, which were inconsistent with differential susceptibility theory. Limitations of the study included a positively skewed AW variable and negatively skewed parent support variable, which may have impe...

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Is authoritative teaching beneficial for all students? A multi-level model of the effects of teaching style on interest and achievement.

Cited by 62 publications

References 51 publications

The Predictive Role of Teaching Styles on Omani Students’ Mathematics Motivation

The Predictive Role of Teaching Styles on Omani Students’ Mathematics Motivation

Children's Temperament and Academic Skill Development During First Grade: Teachers' Interaction Styles as Mediators

The Role of Caregiver Support in the Development of Adaptive Approaches to Learning for Preschoolers Who Exhibit Anxious-Withdrawal

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