The Influence of Teacher Socialization Style on Students' Social Cognition and Reported Interpersonal Classroom Behavior

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Previous articleNext article No AccessThe Influence of Teacher Socialization Style on Students' Social Cognition and Reported Interpersonal Classroom BehaviorMary M. RohrkemperMary M. Rohrkemper Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 85, Number 2Nov., 1984 Article DOIhttps://doi.org/10.1086/461404 Views: 9Total views on this site Citations: 15Citations are reported from Crossref Copyright 1984 The University of ChicagoPDF download Crossref reports the following articles citing this article:Klára Záleská Podpora školní adaptace dětí-cizinců. Náhled do české a norské praxe, 2 (Jan 2020).https://doi.org/10.5817/CZ.MUNI.M210-9650-2020Kathy Stansbury, David W. Haley, JungAh Lee, Holly E. E. Brophy-Herb Adult Caregivers’ Behavioral Responses to Child Noncompliance in Public Settings: Gender Differences and the Role of Positive and Negative Touch, Behavior and Social Issues 21 (Jan 2012).https://doi.org/10.5210/bsi.v21i0.2979Thomas L. Good, Caroline R. H. Wiley, Ida Rose Florez Effective Teaching: an Emerging Synthesis, (Jan 2009): 803–816.https://doi.org/10.1007/978-0-387-73317-3_51Mary Mccaslin Learning Motivation: The Role of Opportunity, Teachers College Record: The Voice of Scholarship in Education 110, no.1111 (Feb 2022): 2408–2422.https://doi.org/10.1177/016146810811001105Heather A. Davis Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development, Educational Psychologist 38, no.44 (Dec 2003): 207–234.https://doi.org/10.1207/S15326985EP3804_2 Daniel T. Hickey Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation, The Elementary School Journal 103, no.44 (Oct 2015): 401–429.https://doi.org/10.1086/499733B. M. Brizuela, M. J. Garcia-Sellers School Adaptation: A Triangular Process, American Educational Research Journal 36, no.22 (Jan 1999): 345–370.https://doi.org/10.3102/00028312036002345Mary Mccaslin, Helen Infanti The Generativity Crisis and the “Scold War”: What about those Parents?, Teachers College Record: The Voice of Scholarship in Education 100, no.22 (Feb 2022): 275–296.https://doi.org/10.1177/016146819810000203Mary McCaslin The Problem of Problem Representation: The Summit's Conception of Student, Educational Researcher 25, no.88 (Jul 2016): 13–15.https://doi.org/10.3102/0013189X025008013 Jere Brophy , and Mary McCaslin Teachers' Reports of How They Perceive and Cope with Problem Students, The Elementary School Journal 93, no.11 (Oct 2015): 3–68.https://doi.org/10.1086/461712Catherine M. Mulryan Student Passivity During Cooperative Small Groups in Mathematics, The Journal of Educational Research 85, no.55 (May 1992): 261–273.https://doi.org/10.1080/00220671.1992.9941126Ellen Brantlinger Low-income adolescents' perceptions of social class related peer affiliations in school, Interchange 22, no.33 (Sep 1991): 9–27.https://doi.org/10.1007/BF01807533Ellen Brantlinger Low-Income Adolescents' Perceptions of School, Intelligence, and Themselves as Students, Curriculum Inquiry 20, no.33 (Dec 2014): 305–324.https://doi.org/10.1080/03626784.1990.11076079Mary McCaslin Rohrkemper Self-Regulated Learning and Academic Achievement: A Vygotskian View, (Jan 1989): 143–167.https://doi.org/10.1007/978-1-4612-3618-4_6Phyllis C. Blumenfeld, Paul R. Pintrich, V. Lee Hamilton Teacher Talk and Students' Reasoning about Morals, Conventions, and Achievement, Child Development 58, no.55 (Oct 1987): 1389.https://doi.org/10.2307/1130629