Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

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dc.authorid0000-0002-2261-9504en_US
dc.authorscopusidhttps://orcid.org/0000-0002-2261-9504en_US
dc.authorwosidJ-1513-2015en_US
dc.date.accessioned2023-12-20T13:26:18Z
dc.date.available2023-12-20T13:26:18Z
dc.date.issued22en_US
dc.departmentMAÜ, Fakülteler, Edebiyat Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.descriptionDiğeren_US
dc.description.abstractThis study investigated the associations between teachers’ immediacy behaviors, high school students’ academic achievement, and several demographic variables including gender, school type, class level, and the transition from primary to secondary education examination (TPSE) scores. A mixed methods research design was employed involving surveys and interviews. The survey was administered to 340 high school students attending 11 state schools in the Southeastern Region of Turkey. Interviews were conducted with 60 students attending the same schools. Findings of the research indicated (1) a moderate, positive, and significant relationship between students’ academic achievement and their TPSE scores; (2) a low, positive, and significant relationship between their academic achievement and teachers’ immediacy behaviors; and (3) a low, negative, and significant relationship between the students’ TPSE scores and teachers’ immediacy behaviors. Findings point to the importance of a holistic investigation of the factors associated with achievement at high school and the specific role played by teachers’ immediacy behaviors.en_US
dc.description.sponsorshipyoken_US
dc.identifier.citationÖzdaş, F. (2022). Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis. SAGE Open, 12(2), 21582440221091722.en_US
dc.identifier.doihttps://doi.org/10.1177/215824402210917en_US
dc.identifier.endpage13en_US
dc.identifier.issue3en_US
dc.identifier.scopushttps://orcid.org/0000-0002-2261-9504en_US
dc.identifier.startpage1en_US
dc.identifier.urihttps://journals.sagepub.com/doi/10.1177/21582440221091722
dc.identifier.urihttps://hdl.handle.net/20.500.12514/5090
dc.identifier.volume2022en_US
dc.identifier.wosJ-1513-2015en_US
dc.identifier.wosqualityQ2en_US
dc.institutionauthorfaysal, özdaş
dc.language.isoenen_US
dc.publisherSageen_US
dc.relation.ispartofSAGE Openen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectteacher immediacy behaviors, academic achievement, student voice, school typeen_US
dc.titleTeachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysisen_US
dc.typeArticleen_US

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