An Examination of the Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students

The purpose of this study is to determine whether there is a significant relationship between reports of perceived student-teacher interactions and reports of academic self-concept among African American male high school students. The independent variable, student-teacher interactions, was measured...

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Bibliographic Details
Published inJournal of African American males in education Vol. 7; no. 2; p. np
Main Authors Hargrave, Lauren D, Tyler, Kenneth M, Thompson, Falynn, Danner, Fred
Format Journal Article
LanguageEnglish
Published Tempe Journal of African American Males in Education 01.10.2016
Subjects
Academic achievement
African Americans
Males
Secondary School Students
Self image
Studies
Teacher student relationships
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Summary:The purpose of this study is to determine whether there is a significant relationship between reports of perceived student-teacher interactions and reports of academic self-concept among African American male high school students. The independent variable, student-teacher interactions, was measured by the Student-Professor Interaction Scale (Cokley et al., 2004). The dependent variable is the students' academic-self-concept, which is measured by the Academic Self-Concept Scale (Reynolds, Ramirez, Magrina, & Allen, 1980). Findings showed that student-teacher interactions are associated with African American males' academic self-concept. Specifically, negative experiences and accessibility were predictive of academic self-concept for African American male students. Study limitations and future research directions are discussed. [PUBLICATION ABSTRACT]
ISSN:2153-9065