Effects of the Use of Four Types of Teaching Models on Student Self-Concept of Academic Ability and Attitude toward the Teacher

Abstract

This study developed and used a multidimensional observation instrument to compare various “families” of teaching models: behavior modification models, information processing models, social interaction models, and person models. Classes of students whose teachers utilized various families of teaching models in differing proportions differed on Specific Self-Concept of Academic Ability but not on Attitude Toward the Teacher. Teachers who used positive reinforcers abundantly and/or information processing models were associated with higher student Specific Self-Concept of Academic Ability scores.