Does Teacher Support Directly Change Academic Resiliency and Ability to Sustain Competence under Pressure?
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.
This item is only available in print in the UCF Libraries. If this is your thesis or dissertation, you can help us make it available online for use by researchers around the world by downloading and filling out the Internet Distribution Consent Agreement. You may also contact the project coordinator Kerri Bottorff for more information.
Whitten, Shannon N.
Bachelor of Science (B.S.)
College of Arts and Sciences
Arts and Sciences -- Dissertations, Academic; Dissertations, Academic -- Arts and Sciences
Length of Campus-only Access
Honors in the Major Thesis
Fullick, Julia, "Does Teacher Support Directly Change Academic Resiliency and Ability to Sustain Competence under Pressure?" (2006). HIM 1990-2015. 537.