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Status And Status Differential As Predictors Of Student Learning, Teacher Evaluation, Teacher Socio-Communicative Style And Teacher Credibility, Boris Hellmann
Status And Status Differential As Predictors Of Student Learning, Teacher Evaluation, Teacher Socio-Communicative Style And Teacher Credibility, Boris Hellmann
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This study examined the relationships of perceived teacher-student status as well as their status differential with student learning, teacher evaluation, teacher socio-communicative style, and teacher credibility. It was found that perceived teacher status is a weak predictor of student cognitive and affective learning, teacher evaluation, teacher socio-communicative style and teacher credibility. Students' perception of their own status was also found to be a weak predictor of the learning loss, teacher evaluation as well as teacher competence, and trustworthiness. Moreover, status differential between teacher and student was found to be a weak predictor of student affective learning as well as teacher …