Student affiliation motives, teacher warmth, and academic achievement.

McKeachie, Wilbert J.; Lin, Yi-Guang; Milholland, John E.; Isaacson, Robert

doi:10.1037/h0023841

Cited by 39 publications

(11 citation statements)

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“…Goldberg et al, 1964;McGrew etal., 1966;Rawls et al, 1966;Ripple, 1963;Young, 1967); and variations among "teaching styles" (e.g. Coats and Smidchens, 1966;Haines and McKeachie, 1967;McKeachie, 1954McKeachie, , 1958McKeachie, , 1968McKeachie et al, 1966), or grading policies (e.g. Goldberg, 1965), or feedback methods (e.g.…”

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confidence: 99%

“…Siegel and Siegel, 1964 and McKeachie and his associates at the University of Michigan (e.g. Koenig and McKeachie, 1959;McKeachie, 1958McKeachie, , 1961McKeachie, , 1968McKeachie et al, 1968;McKeachie et al, 1966) are based on this hypothesis, as are a number of single studies by other investigators (e.g. Beach, 1960;Denny et al, 1964;Heath, 1964;Lublin, 1965;Smith et al, 1956;Snow et al, 1965).…”

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confidence: 99%

“…The few attempts at replication of previous interactions have been-by and large-somewhat discouraging (e.g. Koenig and McKeachie, 1959;McKeachie, 1958McKeachie, , 1961McKeachie, , 1963McKeachie et al, 1966;Siegel andSiegel, 1964, 1965). In addition, quite a number of published studies-not to mention the hidden mass of unpublished ones-sought, but did not find, any significant trait-by-method interactions at all (e.g.…”

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Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interaction effects

Goldberg

1972

Instr Sci

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The goal of this research project was to discover those personality characteristics of college students which predispose them towards learning more effectively from one, rather than some other, particular instructional format. Over 800 students in each of two college courses were taught by one of four different methods, and three broad classes of criterion information were assessed: (a) knowledge of course content, (b) amount of extra-curricular reading, and (c) degree of student satisfaction. Each student completed an extensive battery of personality measures, which yielded over 350 test scores. The ratio of significant interaction effects to the number expected by chance was only 4 to 3. Consequently, new interaction scales were developed empirically in each course, and these were then cross-validated in the other course. In general, these new scales did not produce statistically significant interaction effects upon cross-validation, and scales constructed from items which produced significant interactions in both courses showed low internal consistency and low convergent validity. Factors which could have attenuated the strength of trait-by-treatment interaction effects are discussed.Over the years, in a continued effort to improve the practice of higher education, a number of investigators have attempted to assess the differential effects of various teaching procedures upon student achievement in college courses. The instructional methods which have been compared in studies of this gort can be divided into at least two major types: (a) variations in * The report is a summary of the findings presented in Goldberg (1969), a monograph which is available to readers wishing additional details of the investigation. Help with the design and implementation of the project was generously provided by William A. Bricker, Leslie A. Davison, and Vello Sermat. The author also wishes to acknowledge, with great thanks, the research contributions of

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Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interaction effects

Goldberg

1972

Instr Sci

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“…McKeachie et al (1966) have demonstrated the differential susceptibility of the affiliation motive with their finding that students who are high in n Aft achieve better grades in classes which have a "warm and friendly" atmosphere than do students who are low in n Aft; conversely, students who are low in n Aft make better grades in classes characterized by few affiliative cues.…”

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confidence: 82%

The effect of student need for affiliation on performance and satisfaction in group learning

Chan

1980

Interchange

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“…Interaction of Personality Variables McKeachie, Lin, Milholland, and Isaacson (1966) identified, through student ratings, teachers who were high or low on the affiliative cues they provided to their college classes. Students' affiliation needs were measured by TAT procedures.…”

Section: Trait-trait Interactionsmentioning

confidence: 99%

3: Trait-Treatment Interaction and Learning

Berliner¹,

Cahen²

1973

Review of Research in Education

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Educational Research and DevelopmentInteractions of independent variables in their effects on dependent variables are present whenever an effect holds for one kind of subject under one set of conditions but does not hold in the same way for other types of subjects or other sets of conditions. When interaction hypotheses guide research on in struction, the research enterprise is altered. The search for instructional tech niques, teaching styles, or media to provide the "best" overall results in teach ing-learning situations is abandoned because it is an inadequate guide for the design of instructional theory.What we know about individual differences leads us to believe that for certain subgroups of individuals, and under certain conditions, reports of overall results misrepresent the true effects. A wide range of instructional alternatives or treatments needs to be incorporated into research designs in order to determine those treatments that are particularly beneficial for particu lar subgroups of learners. Such research would be responsive to the question: Given this set of learner characteristics, what is the best way to tailor instruc-JOHN B. CARROLL, Educational Testing Service, was the editorial consultant for this chapter. White and Robert W. Douty assisted with the review of published research. Lola Rhea Appel typed the manuscript draft. We wish to thank DΓS. John B. Carroll and Fred N. Kerlinger for their help in conceptualizing the chapter and for their critical reactions to earlier drafts. Dr. Richard Snow also provided helpful comments from his reading of an earlier draft. Lastly, the authors would like to express their appreciation to Professors Lee J. Cronbach and Richard Snow for stimulating our interest in the concept of interaction in learning. 58 at University of British Columbia Library on June 22, 2015 http://rre.aera.net Downloaded from at University of British Columbia Library on June 22, 2015 http://rre.aera.net Downloaded from at University of British Columbia Library on June 22, 2015 http://rre.aera.net Downloaded from Review of Research in Education, 1 Bar-Yam, M. The interaction of student characteristics with instructional strategies: A study of students' performance and attitude in a high school innovative course. Unpublished doctoral dissertation, Harvard University, 1969. Beane, D. G. A comparison of linear and branching techniques of programed instruction in plane geometry. program for the Johnson-Neyman technique in the case of two groups, two predictor variables, and one criterion variable. Educational and Psychological Measurement, 1970,50, 121-132. Carry, L. R. Interaction of visualization and general reasoning abilities with instructional treatment in algebra. Unpublished doctoral dissertation, Stanford University, 1967. Cattell, R. B. Theory of fluid and crystallized intelligence: A critical experiment.

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Student affiliation motives, teacher warmth, and academic achievement.

Cited by 39 publications

References 3 publications

Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interaction effects

Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interaction effects

The effect of student need for affiliation on performance and satisfaction in group learning

3: Trait-Treatment Interaction and Learning

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