The Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students

• In Event: Roundtable Session 14
  In Roundtable Session: Supporting Students: The Significance of Relationships, Behaviors, Language, and Abilities for Student Learning

Abstract

The purpose of this study is to determine whether there is a significant relationship between student-teacher interactions and academic self-concept, due to students having to interact with teachers for more than ten years. Participants in the study include African American male high school students. The independent variable is the student-teacher interactions, as 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). The data was analyzed by using Pearson’s correlation and hierarchical multiple regression to determine if there was a statistically significant relationship between the two variables. Findings, study limitations, and future research directions were also discussed.

Authors

• Lauren Hargrave, University of Kentucky

• Kenneth Maurice Tyler, University of Kentucky