A model of student-teacher interactions and learning outcomes in the college classroom : [an honors thesis (HONRS 499)]

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Authors
Byrd, Janelle R.
Advisor
Woodward, Lucinda E.
Issue Date
2005
Keyword
Degree
Thesis (B.?.)
Department
Honors College
Other Identifiers
Abstract

The intent of this study is to examine the impact of affect, in particular interpersonal complementarity, on learning outcomes in the college classroom. Six teachers (3 males, 2 females) and 122 students (35 males, 87 females) at Ball State University were recruited across disciplines to participate in an online survey of personality and teaching/learning outcomes. Two hypotheses—one, that greater self-reported teacher-student interpersonal complementarity would predict higher teacher evaluation scores and two, that greater self-reported student interpersonal similarity will predict stronger class cohesion--were supported. The third hypothesis, stronger teaching-learning alliances would lead to better learning outcomes and higher estimated student grades, was not supported. Several other predictor variables, including demographics, learning factors, and environmental factors, were included in a stepwise hierarchical regression analyses with GPA being a significant predictor in most results. The implications and limitations of these findings were discussed.