PREDICTING HIGH SCHOOL STUDENTS' HAPPINESS BASED ON TEACHER-STUDENT INTERACTION AND TEACHER EXPECTANCY: MEDIATORY EFFECT OF STUDENTS' SELF-EFFICACY

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GHOLAMI S.; HOSSEINCHARI M.

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Journal: Studies in Learning and Instruction Year:2011 | Volume:3 | Issue:1 (60-2) Page(s): 18-21

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Information Journal Paper

Title

PREDICTING HIGH SCHOOL STUDENTS' HAPPINESS BASED ON TEACHER-STUDENT INTERACTION AND TEACHER EXPECTANCY: MEDIATORY EFFECT OF STUDENTS' SELF-EFFICACY

Author(s)

GHOLAMI S. | HOSSEINCHARI M. | Issue Writer Certificate

Keywords

TEACHER-STUDENT INTERACTIONQ2

TEACHER EXPECTATIONQ2

SELF-EFFICACYQ2

HAPPINESSQ2

Abstract

Introduction: TEACHER EXPECTATIONs have been proposed as one contributor to the students' academic achievement. Teachers sometimes base their expectations for student academic performance on personal, cultural and other characteristics. Teachers may provide higher quality instruction to students from whom they expect more. Children from groups who are the beneficiaries of higher expectations will benefit from greater exposure to high-quality instruction. Also, students may perceive cues about what the teacher expects, internalize the expectation, and become motivated and achieve consistently with the perceived expectation. On the other hand, interacting with teachers whether in the classroom, the laboratory, office hours, or other venues is one of the key school experiences associated with student development. Positive and close interactions between pupils and their teachers precipitate students’ favorable educational experiences as well as their greater academic and personal development (Lau, 2003; Pascarella & Terenzini, 1991).

Cites

THE ROLE OF PERCEIVED TEACHER SUPPORT IN PREDICTING ACADEMIC SELF-EFFICACY IN STUDENTS WITH LEARNING DISABILITIES

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APA: Copy

GHOLAMI, S., & HOSSEINCHARI, M.. (2011). PREDICTING HIGH SCHOOL STUDENTS' HAPPINESS BASED ON TEACHER-STUDENT INTERACTION AND TEACHER EXPECTANCY: MEDIATORY EFFECT OF STUDENTS' SELF-EFFICACY. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), 3(1 (60-2)), 18-21. SID. https://sid.ir/paper/384336/en

Vancouver: Copy

GHOLAMI S., HOSSEINCHARI M.. PREDICTING HIGH SCHOOL STUDENTS' HAPPINESS BASED ON TEACHER-STUDENT INTERACTION AND TEACHER EXPECTANCY: MEDIATORY EFFECT OF STUDENTS' SELF-EFFICACY. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY)[Internet]. 2011;3(1 (60-2)):18-21. Available from: https://sid.ir/paper/384336/en

IEEE: Copy

S. GHOLAMI, and M. HOSSEINCHARI, “PREDICTING HIGH SCHOOL STUDENTS' HAPPINESS BASED ON TEACHER-STUDENT INTERACTION AND TEACHER EXPECTANCY: MEDIATORY EFFECT OF STUDENTS' SELF-EFFICACY,” STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), vol. 3, no. 1 (60-2), pp. 18–21, 2011, [Online]. Available: https://sid.ir/paper/384336/en

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