Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Teacher Education and Professional Development
Social Cognitive Factors Associated With Verbal Bullying And Defending, Heather L. Carroll
Social Cognitive Factors Associated With Verbal Bullying And Defending, Heather L. Carroll
Wayne State University Dissertations
The purpose of the study was to examine defending and verbal bullying and the role of social cognitive variables, including empathy, values, moral disengagement, and efficacy among middle school students. Middle school students (n=282) in grades 6 through 8 in an urban public school district in Michigan participated in the study. Data were collected using a self-report survey format during the 2013-2014 school year. Social cognitive variables were analyzed by grade and gender. Results indicated a statistically significant main effect for gender. Female students reported significantly higher scores for empathy, self-transcendence values and openness to change values, in comparison to …
Relations Between Teachers’ Classroom Goals And Values: A Case Study Of High School Teachers In Far North Queensland, Australia, Claudia E. Pudelko, Helen J. Boon
Relations Between Teachers’ Classroom Goals And Values: A Case Study Of High School Teachers In Far North Queensland, Australia, Claudia E. Pudelko, Helen J. Boon
Australian Journal of Teacher Education
To date, there is an empirical gap in the evidence of the relations between teachers’ classroom goals and values, two key variables linked to students’ achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland using items of Wentzel’s Classroom Goals Scales and Schwartz’s Portrait Values Questionnaire. Results showed several positive associations between teachers’ classroom goals and values. Social goals were linked to a wide range of values, while academic goals were linked to specific value dimensions, e.g. mastery approach goals …