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The Influence of Student and Teacher Characteristics on Student-Teacher Closeness

dc.contributor.advisorGottfredson, Gary Den_US
dc.contributor.authorYiu, Ho Lamen_US
dc.date.accessioned2011-07-07T05:30:43Z
dc.date.available2011-07-07T05:30:43Z
dc.date.issued2011en_US
dc.identifier.urihttp://hdl.handle.net/1903/11618
dc.description.abstractClose student-teacher relations correlate positively with students' academic, behavioral, and social competences. The present study examined predictors of student-teacher closeness, extending previous studies by including Asian Americans students as well as teacher beliefs about students in a multilevel analysis. Results indicated that students' race, gender, in-class behaviors, and academic achievement affected how close teachers felt to them. Teachers' race, grade taught, and beliefs about Asian students explained additional variance in closeness. Gender match and Black student-teacher racial match influenced teacher-perceived closeness. Furthermore, teacher beliefs about students moderated the association between race and closeness in expected ways. Findings showed that teachers display reliable individual differences in closeness, and race and beliefs are important in predicting student-teacher closeness.en_US
dc.titleThe Influence of Student and Teacher Characteristics on Student-Teacher Closenessen_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.subject.pqcontrolledPsychologyen_US
dc.subject.pquncontrolledclosenessen_US
dc.subject.pquncontrolledracial matchen_US
dc.subject.pquncontrolledSTRSen_US
dc.subject.pquncontrolledstudent-teacher relationshipen_US


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