Academic Optimism and Collective Responsibility: An Organizational Model of the Dynamics of Student Achievement

Autor/in	Wu, Jason H.
Titel	Academic Optimism and Collective Responsibility: An Organizational Model of the Dynamics of Student Achievement
Quelle	In: Asia Pacific Education Review, 14 (2013) 3, S.419-433 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-013-9269-6
Schlagwörter	Foreign Countries; Academic Achievement; Elementary Schools; Elementary School Teachers; Elementary School Students; Factor Analysis; Structural Equation Models; Trust (Psychology); Teacher Student Relationship; Parents; Parent Teacher Cooperation; Socioeconomic Status; School Size; Prior Learning; Teacher Attitudes; Teacher Responsibility; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Faktorenanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Eltern; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Socio-economic status; Sozioökonomischer Status; Vorkenntnisse; Lehrerverhalten; Lehrverpflichtung
Abstract	This study was designed to examine the construct of academic optimism and its relationship with collective responsibility in a sample of Taiwan elementary schools. The construct of academic optimism was tested using confirmatory factor analysis, and the whole structural model was tested with a structural equation modeling analysis. The data were collected from a sample of 1,093 teachers from the 103 schools in Hualien County, Taiwan. The results of this research demonstrated that academic optimism was confirmed as a latent construct manifested by collective efficacy, faculty trust in students and parents, and academic emphasis in Taiwan elementary schools. Furthermore, the research also extended the theory of academic optimism by demonstrating that academic optimism works through collective responsibility to significantly influence student achievement, while controlling for socioeconomic status, school size, and prior student achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10