Does Teacher Support Directly Change Academic Resiliency and Ability to Sustain Competence under Pressure?

Abstract

This study investigates the impact of instructors' positive comments on academic resiliency and student performance. Not only is academic resiliency a stable trait, but we hypothesis that it may be induced or impeded; i.e. academic resiliency is malleable. The Academic Self-Efficacy Scale, Academic Locus of Control Scale, and the Academic Conscientiousness Scale were collected as covariates. It was predicted that participants randomly assigned to the positive teacher support condition would score better on the final exam and demonstrate increased academic resiliency compared to a baseline measure. Conversely, participants randomly assigned to the negative teacher support condition should do poorly on the exam and demonstrate reduced academic resiliency compared to a baseline measure. There were of73 undergraduate participants (13 male, 60 female) with a median age of 22 (SD=7 .19) recruited from a large Southeastern university students who were enrolled in two web-based courses.

Notes

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Thesis Completion

2006

Semester

Spring

Advisor

Whitten, Shannon N.

Degree

Bachelor of Science (B.S.)

College

College of Arts and Sciences

Degree Program

Psychology

Subjects

Arts and Sciences -- Dissertations, Academic; Dissertations, Academic -- Arts and Sciences

Format

Print

Identifier

DP0022003

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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