The importance of teacher-student interpersonal relationships for Turkish students' attitudes towards science

Date

2010-01-01

Author

Telli, Sibel
den Brok, Perry
Çakıroğlu, Jale

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The purpose of this study was to examine associations between Turkish high school students' perceptions of their science teachers' interpersonal behaviour and their attitudes towards science. Students' perceptions of the teacher-student interpersonal relationship were mapped with the Questionnaire on Teacher Interaction (QTI), which uses two relational dimensions: influence and proximity. Data on Students' subject-related attitudes were collected with the Test of Science Related Attitudes (TOSRA). A total of 7484 students (Grades 9 to 11) from 278 science classes (55 public schools) in 13 major Turkish cities participated in the study. Multilevel analyses of variance indicated that influence was related with student enjoyment, while proximity was associated with attitudes towards inquiry and with enjoyment.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/37153

Journal

RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION

DOI

https://doi.org/10.1080/02635143.2010.501750

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

S. Telli, P. den Brok, and J. Çakıroğlu, “The importance of teacher-student interpersonal relationships for Turkish students’ attitudes towards science,” RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, pp. 261–276, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/37153.