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A Structural Equation Model of the Combined Effects of Teacher and Student Academic Optimism on Student Achievement.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Structural Equation Model of the Combined Effects of Teacher and Student Academic Optimism on Student Achievement./
作者:	Mejia Sanchez, Ramon.
面頁冊數:	1 online resource (208 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355303773

A Structural Equation Model of the Combined Effects of Teacher and Student Academic Optimism on Student Achievement.
Mejia Sanchez, Ramon.

A Structural Equation Model of the Combined Effects of Teacher and Student Academic Optimism on Student Achievement. - 1 online resource (208 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

The main purpose of this study was to examine the combined effects of collective teacher and student academic optimism on student achievement for one of the largest and most complex school districts in the United States. Employing structural equation modeling, it was theorized that teacher and student academic optimism might come together to form a third latent construct, which the author called combined academic optimism. A sample of 15,625 teachers and 222,424 students was surveyed, representing a total of 356 K-12 schools, to measure the manifest variables that defined both teacher and student academic optimism. The analysis of the results not only revealed that the total effect of combined academic optimism on student achievement was greater than the direct effects of teacher and student academic optimism individually but was also strong enough to counter the negative effect of low SES. This investigation makes a particular contribution to the literature by focusing on the dynamic of the relationship between teachers and students through human motivation as an essential condition for improving student academic achievement. In addition, the findings of this study suggest specific recommendations on how to cultivate academic optimism in teachers and students which might, in turn, result in an overall improvement of student academic performance in the target school district. Indeed, further research is needed to confirm if the proposed theoretical model of this investigation maintains its fidelity using data from diverse settings.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355303773Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

A Structural Equation Model of the Combined Effects of Teacher and Student Academic Optimism on Student Achievement.
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Advisers: Joseph Phillips.
502 $a Thesis (Ed.D.) $c Manhattanville College $d 2017.
504 $a Includes bibliographical references
520 $a The main purpose of this study was to examine the combined effects of collective teacher and student academic optimism on student achievement for one of the largest and most complex school districts in the United States. Employing structural equation modeling, it was theorized that teacher and student academic optimism might come together to form a third latent construct, which the author called combined academic optimism. A sample of 15,625 teachers and 222,424 students was surveyed, representing a total of 356 K-12 schools, to measure the manifest variables that defined both teacher and student academic optimism. The analysis of the results not only revealed that the total effect of combined academic optimism on student achievement was greater than the direct effects of teacher and student academic optimism individually but was also strong enough to counter the negative effect of low SES. This investigation makes a particular contribution to the literature by focusing on the dynamic of the relationship between teachers and students through human motivation as an essential condition for improving student academic achievement. In addition, the findings of this study suggest specific recommendations on how to cultivate academic optimism in teachers and students which might, in turn, result in an overall improvement of student academic performance in the target school district. Indeed, further research is needed to confirm if the proposed theoretical model of this investigation maintains its fidelity using data from diverse settings.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Educational psychology. $3 555103
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