The effects of teacher immediacy and student burnout on empowerment and resistance among Turkish pre-service teachers

Cakir S. G.

LEARNING AND INDIVIDUAL DIFFERENCES, cilt.40, ss.170-175, 2015 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 40
  • Basım Tarihi: 2015
  • Doi Numarası: 10.1016/j.lindif.2015.05.002
  • Dergi Adı: LEARNING AND INDIVIDUAL DIFFERENCES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.170-175
  • Anahtar Kelimeler: Learner empowerment, Student resistance, Teacher immediacy, Student burnout, NONVERBAL IMMEDIACY, LEARNER EMPOWERMENT, ENGAGEMENT, CLASSROOM, BEHAVIORS, POWER
  • Akdeniz Üniversitesi Adresli: Evet

Özet

This study examined the role of teacher immediacy and student burnout on empowerment and resistance behaviors among university students attending a faculty of education in Turkey. A total of 329 pre-service teachers ranging in age from 17-37 (mean age: 20.57 years) participated in the study. Hierarchical regression results revealed that teacher immediacy positively predicted all three dimensions of student empowerment and negatively predicted student resistance. Efficacy was a positive predictor of the competence and impact dimensions of learner empowerment and a negative predictor of resistance, whereas cynicism was a negative predictor of the meaningfulness dimension of empowerment and a positive predictor of resistance. In addition, teacher immediacy had a stronger effect on learner empowerment than student burnout, while student burnout had a stronger effect on resistance than teacher immediacy. (C) 2015 Elsevier Inc. All rights reserved.