Perceived Teacher Acceptance,Parental Acceptance,Academic Achievement,and School Conduct of Middle School Students in the Mississippi Delta Region of the United States
Restricted accessResearch articleFirst published online August, 2010
Perceived Teacher Acceptance,Parental Acceptance,Academic Achievement,and School Conduct of Middle School Students in the Mississippi Delta Region of the United States
This study investigated the effects of perceived teacher acceptance as well as perceived maternal and paternal acceptance on the academic achievement and school conduct of 362 seventh-grade adolescents in the Mississippi Delta region of the United States. Results showed a significant correlation between perceived teacher acceptance and boys’ (but not girls’) overall grade point average (GPA). Perceived maternal acceptance (but not paternal acceptance) also correlated with boys’ GPA. Neither maternal nor paternal acceptance, however, was correlated with girls’ academic achievement. However, the more accepting both girls and boys perceived their teachers to be, the better behaved teachers reported the students to be. Finally, results of simple multiple regression analysis showed that perceived teacher acceptance contributed significantly and independently to variations in both school conduct and GPA among boys, but not girls.
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