Date on Master's Thesis/Doctoral Dissertation
Counseling and Human Development
Counseling and Personnel Services, PhD
Committee Co-Chair (if applicable)
teaching behavior; high school; depression; affect; longitudinal
Previous empirical studies demonstrate a cross-sectional association between teaching behaviors and students’ positive and negative affect and depressive symptoms. However, only one study comprised only of middle school students has examined the temporal direction of these associations, meaning the temporal direction of associations for high school students remains unclear. Therefore, this two-wave study with high school students investigated the temporal direction of the associations between teaching behaviors and students’ positive and negative affect. Participating students from one public high school (N = 188; 88.8% White; 69.7% female) completed the Teaching Behavior Questionnaire and the Positive Affect and Negative Affect Scale for Children. As predicted, results of several Hierarchical Linear Models found that organizational teaching behavior and positive and negative affect were not significantly associated with each other in either direction. Somewhat but not entirely consistent with the hypotheses, negative teaching behavior at wave 1 was positively and marginally significantly associated with negative affect at wave 2. Contrary to the hypotheses, instructional teaching behavior at wave 1 was positively associated with positive affect at wave 2. Teachers, administrators, and school psychologists may benefit from these findings, as they may help teachers adapt how they interact with students and give instruction in the classroom. Further, teachers and school psychologists should be aware of how each entity’s behavior may influence the other. Limitations, future directions, and implications of the study are discussed.
Cauley, Bridget, "Examining the temporal directionality between teaching behavior and affect in high school students." (2018). Electronic Theses and Dissertations. Paper 3299.