The role of perceived teacher acceptance-rejection on students' self concept, school attitude and academic achievement

Abstract

This study aims to investigate the relationship of perceived teacher acceptancerejection on students' self concept, school attitude and their academic achievement. The sample of the study consists of 223 (1 14 girls1109 boys) students in fifth graders enrolled in six private elementary schools of high SES level. Each participant was given general demographic information, as well as the Turkish Teacher Acceptance-Rejection QuestionnaireIControl Short Form, Piers- Harris Children Self Concept Scale and School Attitude Assessment Survey-Revised, and students' academic achievement was used. For the data analysis, Pearson product moment correlation and multiple regression analysis were used. Findings from the study showed that Perceived Teacher Acceptance-Rejection is significantly correlated with self concept school attitude and academic achievement. In addition, the best predictor of academic achievement is perceived teacher acceptance-rejection. As a result of this research, it is found that the most important factor with regards to increasing students' academic achievement is fustly depends on teacher student relationship. The findings suggest that improving teacher student relationship helps students not only to increase their academic achievement but also to have high self concept.