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Child Development, January/February 2002, Volume 73, Number 1, Pages 287–301

Are Effective Teachers Like Good Parents? Teaching Styles and


Student Adjustment in Early Adolescence
Kathryn R. Wentzel

This study examined the utility of parent socialization models for understanding teachers’ influence on stu-
dent adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to
Baumrind’s parenting dimensions of control, maturity demands, democratic communication, and nurturance.
Student adjustment was defined in terms of their social and academic goals and interest in class, classroom be-
havior, and academic performance. Based on information from 452 sixth graders from two suburban middle
schools, results of multiple regressions indicated that the five teaching dimensions explained significant
amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity de-
mands) was a consistent positive predictor of students’ goals and interests, and negative feedback (lack of nur-
turance) was the most consistent negative predictor of academic performance and social behavior. The role of
motivation in mediating relations between teaching dimensions and social behavior and academic achieve-
ment also was examined; evidence for mediation was not found. Relations of teaching dimensions to student
outcomes were the same for African American and European American students, and for boys and girls. The
implications of parent socialization models for understanding effective teaching are discussed.

INTRODUCTION school adjustment. Of specific interest were relations


between students’ perceptions of their teachers along
Adolescents’ social interactions and relationships
dimensions of effective caregiving and their school
with parents have been related consistently to various
adjustment as defined by motivation, social behavior,
aspects of school adjustment, including academic ac-
and academic performance. Although a central goal
complishments (e.g., Dishion, 1990; Feldman & Went-
of socialization is for children to adopt and internal-
zel, 1990; Steinberg, Lamborn, Dornbusch, & Darling,
ize adult goals and values that will, in turn, motivate
1992), motivation and interest (Ginsberg & Bronstein,
socially acceptable forms of behavior (Grusec & Good-
1993; Hokoda & Fincham, 1995; Rathunde, 1996; Went-
now, 1994; Maccoby, 1992), a pathway of influence
zel & Feldman, 1993), and social behavior at school
whereby effective parenting styles are related to be-
(Dishion, 1990; Feldman & Wentzel, 1990; Steinberg,
havioral and performance outcomes by way of goals
Lamborn, Dornbusch, & Darling, 1992). In these studies,
and values has not been studied frequently. There-
parenting that was the most supportive of adolescent
fore, the possibility that motivational processes medi-
adjustment was characterized by the consistent en-
ate links between teachers’ socialization practices and
forcement of fair standards for behavior, encourage-
students’ social and academic outcomes also was
ment of bidirectional communication and valuing
examined.
of adolescents’ opinions, expectations for self-reliant
and mature behavior, and concern for emotional and
physical well-being (see Baumrind, 1991). Recent Models of Socialization
studies also have documented significant associations
Two general mechanisms whereby parental influ-
between aspects of teacher–student relationships and
ence might occur are common to socialization models
children’s social and academic adjustment at school
of development. First, parents actively teach children
(Birch & Ladd, 1996; Pianta, 1992). In contrast to the
about themselves and what they need to do to be-
work on family–school connections, however, few
come accepted and competent members of their so-
studies of teachers and students have been guided by
cial worlds. As a result, children adopt sets of values,
models of socialization or have examined specific di-
standards for behavior, and goals that adults would
mensions of teaching that might create optimal devel-
like them to achieve (see Grusec & Goodnow, 1994).
opmental contexts for young adolescents.
Even when explicit communication of expectations
In response to this relative lack of theoretical bases
does not occur, children learn and adopt many of
for studies of teacher influence during early adoles-
cence, the present study examined the relevance of
parent socialization models for understanding rela- © 2002 by the Society for Research in Child Development, Inc.
tions between teacher practices and adolescents’ All rights reserved. 0009-3920/2002/7301-0019
288 Child Development

these beliefs and goals through observational learning of warmth and approval, as well as conscientious
(Bandura, 1986; Grusec & Goodnow, 1994). Second, protection of children’s physical and emotional well-
the qualities of children’s social relationships are being. There is widespread recognition that these di-
likely to have motivational significance. When their mensions describe socialization processes central to
relationships with parents are nurturant and support- the development of childhood and adolescent social
ive, children are more likely to adopt and internalize and cognitive competence (Grusec & Goodnow, 1994;
the expectations and goals that are valued by their Maccoby & Martin, 1983). These dimensions also
parents than if their relationships are harsh and criti- have been related to various aspects of children’s ac-
cal (see Grusec & Goodnow, 1994). Therefore, parents ademic motivation, including intrinsic interest, be-
and other socialization agents hold the potential to liefs about ability and control, and goal orientations
create optimal contexts within which learning of goals toward learning (Ginsberg & Bronstein, 1993; Grolnick,
and values is likely to take place. Of interest in the Ryan, & Deci, 1991; Grolnick & Slowiaczek, 1994;
present research was the possibility that if these so- Hokoda & Fincham, 1995; Rathunde, 1996; Steinberg,
cialization processes are robust and generalizable, they Lamborn, Darling, Mounts, & Dornbusch, 1994). Sec-
also might describe ways in which teachers influence ond, the relation between students’ motivation to
their students’ school-related adjustment. achieve and teachers’ modeling of interest in subject
It is reasonable to expect that teacher modeling and matter was examined. Although modeling is not
use of specific caregiving strategies might partly ex- mentioned frequently as a characteristic of caregiv-
plain why students are motivated to achieve positive ing, its potentially powerful socializing effects have
social and academic outcomes at school. For instance, been well documented (Bandura, 1986).
research has documented that teachers communicate Finally, adolescents were the focus of this study.
valued goals and expectations to their students (Har- Teachers are rarely mentioned by adolescents as hav-
greaves, Hester, & Mellor, 1975; LeCompte, 1978a, ing a significant or important influence in their lives
1978b; Trenholm & Rose, 1981), and create contexts (Galbo, 1984; Reid, Landesman, Treder, & Jaccard,
conducive to the learning and adoption of these goals 1989). Adolescents often rate teachers as providing aid
(Ames & Ames, 1984; Solomon, Schaps, Watson, & and advice (Lempers & Clark-Lempers, 1992; Reid et
Battistich, 1992). In studies of elementary school-age al., 1989), but only as secondary sources relative to
children, teacher provisions of structure, guidance, parents and peers (Furman & Buhrmester, 1992).
and autonomy have been related to a range of posi- Eccles and colleagues (Feldlaufer, Midgley, & Eccles,
tive motivational outcomes (e.g., Grolnick & Ryan, 1988; Midgley, Feldlaufer, & Eccles, 1989), however,
1987; Skinner & Belmont, 1993). Birch and Ladd found that young adolescents report declines in the
(1996) reported that young children’s adjustment to nurturant qualities of teacher–student relationships
school was related to teacher–student relationships after the transition to middle school; these declines
characterized by warmth, the absence of conflict, and correspond to declines in academic motivation and
open communication (see also Pianta, 1992). Although achievement. Similarly, young adolescents’ perceptions
studies involving modeling of teacher motivation that teachers care about them have been related posi-
have been infrequent, children do adopt standards for tively to their pursuit of social and academic goals,
performance and display academic skills modeled by mastery orientations toward learning, and academic
their classmates (see Schunk, 1987). It is likely that interest (Wentzel, 1997). Of particular importance for
students learn by observing their teachers’ behavior the current study is that middle-school students have
as well. characterized caring and supportive teachers as those
The current study extended this work in three who promote democratic and respectful interactions,
ways. First, student motivation was studied in rela- set expectations for performance based on individ-
tion to characteristics of teachers that reflect effective ual differences, and provide constructive, nurturing
caregiving. Based on the parent socialization literature, feedback—characteristics that reflect Baumrind’s
classroom-related caregiving was defined in terms of (1971, 1991) parenting dimensions (Wentzel, 1996,
Baumrind’s (1971, 1991) dimensions of effective parent- 1998). These teacher characteristics, however, have
ing. Control reflects consistent enforcement of rules not been studied in relation to student motivation or
and provision of structure to children’s activities; ma- other aspects of school adjustment.
turity demands reflect expectations to perform up to
one’s potential, and demands for self-reliance and
School Adjustment
self-control; democratic communication reflects the
extent to which adults solicit children’s opinions and There is increasing recognition among scholars
feelings; and nurturance reflects parental expressions that children’s overall adjustment and success at school
Wentzel 289

requires a willingness as well as ability to meet both tributes, and powerful others being the primary sources
social and academic challenges (Hinshaw, 1992; of control. Control beliefs have been related signifi-
Ladd, 1989; Wentzel, 1991b, 1999). The goals for educa- cantly to perceived support and caring from teachers,
tion held by teachers, school administrators, and society as well as to pursuit of social goals, even when taking
at large also reflect desires for children to develop so- into account perceptions of teacher support (Wentzel,
cial and moral competencies as well as intellectual 1997). Control beliefs also have been related to gen-
skills (Wentzel, 1991b). In light of these broad-based eral levels of engagement in classroom activities and
educational objectives, the present study examined academic performance of school-age children (Con-
young adolescents’ (1) goals to be prosocial and so- nell & Wellborn, 1991; Skinner & Belmont, 1993;
cially responsible, (2) mastery goal orientations for Wentzel, 1997).
academic tasks, and (3) interest in schoolwork as im-
portant motivational outcomes for school. Outcomes
Summary
corresponding to these motivational processes—that
is, prosocial behavior, socially responsible behavior, The present study was designed to explore several
and classroom grades—also were studied. In the issues concerning socialization practices and school-
classroom, prosocial behavior reflects actions indica- related adjustment. I hypothesized that models of ef-
tive of helping, sharing, and cooperating with others; fective parenting would be generalizable to contexts
socially responsible behavior takes the form of adher- outside the home and could be used to identify di-
ence to rules and norms for behavior. mensions of effective teaching. Specifically, I hypoth-
Social goals reflect desired social interactions or esized that students would perceive the extent to which
outcomes in a specific situation (Ford, 1992; Wentzel, teachers model interest in subject matter (Bandura,
1993a), and were assessed in terms of self-reported ef- 1986) and communicate aspects of control, maturity
forts to behave in prosocial and socially responsible demands, democratic communication, and nurturance
ways. Student reports of their pursuit of prosocial (Baumrind, 1971), and that these perceptions would
and social responsibility goals have been related to be related to motivational and behavioral aspects of
perceived social support from classroom teachers adjustment to school. A second issue explored in this
(Wentzel, 1997, 1998), as well as to prosocial and com- study was whether student motivation could explain
pliant forms of classroom behavior (Wentzel, 1991a, significant relations between teaching dimensions
1993b, 1994). Mastery goal orientations represent de- and objective indices of school adjustment. Finally,
sires to achieve outcomes derived from the actual the role of students’ gender and race in moderating
process of learning, such as feelings of satisfaction the effects of teaching dimensions on motivation and
and competence or actual intellectual development adjustment was examined. Adolescent girls report
(Ames, 1992; Dweck & Leggett, 1988; Nicholls, 1984). more frequent pursuit of prosocial and social respon-
Although rarely linked directly to academic achieve- sibility goals, and express greater interest in school
ment, mastery goal orientations have been related to than do boys (e.g., Wentzel, 1991a, 1997). In addition,
adaptive levels of persistence and strategy use when adolescents’ perceptions of parenting styles as de-
difficulties in problem solving arise (see Dweck & fined by Baumrind (1971, 1991) appear to be signifi-
Leggett, 1988; Meece, Blumenfeld, & Hoyle, 1988; cant predictors of academic performance for European
Nicholls, 1984; Stipek & Gralinski, 1996). Finally, in- American but not for African American adolescents
terest has been identified as a powerful motivational (Steinberg, Dornbusch, & Brown, 1992). It is not
construct related to the formation and regulation of known, however, if these latter findings are robust for
goal-directed efforts to learn (Renninger, Hidi, & Krapp, teaching styles in the classroom or for other school-
1992). Of particular relevance for the present research related outcomes.
is Deci’s (1992) suggestion that interpersonal relation- Three specific questions were addressed: (1) To
ships that provide students with a sense of belonging- what extent do teachers differ along dimensions of
ness can be powerful motivators of children’s school- high expectations, rule setting, nurturance, fairness,
related interests. and modeling of motivation; and do these dimen-
Beliefs about personal control were included in the sions relate to students’ school adjustment as defined
current study as control variables that have the poten- by motivation, social behavior, and classroom perfor-
tial to explain links between dimensions of teaching mance? (2) To what extent do students’ goals and in-
and students’ goals and interest. As conceptualized terest mediate links between teaching dimensions
by Connell and colleagues (Connell, 1985; Skinner & and students’ social behavior and achievement? and
Connell, 1986), perceived control is a belief about (3) Do sex and race moderate relations between teach-
why events occur, with unknown reasons, internal at- ing dimensions and student adjustment outcomes?
290 Child Development

METHODS questionnaires was administered at one time. The re-


search study was explained to the students as being a
Participants
survey of sixth graders’ opinions about their class-
The sixth-grade students and teachers who partic- room experiences in middle school. Students were
ipated in this study came from two suburban sixth- told that all of their answers would be confidential
through eighth-grade middle schools in a mid-Atlantic and that they did not have to answer any of the ques-
state. In both schools, students were members of in- tions if they did not want to. None of the students de-
structional teams, each comprised of four homerooms. clined to participate. Teachers remained in their class-
Students remained with their homeroom class for all rooms to complete rating scales while students filled
of their academic subjects. out the questionnaires. The study was conducted
School A. In the first school (n  230), 87% of the during the last half of the spring semester of the aca-
students were European American, 6% were African demic year. All students participated unless parent
American, and 7% were other ethnic status; 49% were permission was denied (n  4).
male; 9% of the students received free or reduced
price lunch; and 7.4% received special education ser-
Measures
vices. In the year this study was conducted, sixth
graders scored at the 59th and 63rd national percen- Self-report measures were used to assess student
tiles on the California Test of Basic Skills (CTBS) for motivation and teaching dimensions. Factor analyses
reading and mathematics, respectively. The partici- yielded three factors for the motivation variables: mas-
pants from this school represented 52% of the entire tery orientations, interest in class, and social goals.
sixth grade. Students came from nine classrooms cho- When considered separately, the two social goals—
sen by the principal based on scheduling consider- prosocial behavior and social responsibility—also
ations, and exclusion of special education or inclusion formed separate factors. Five factors emerged when
classes and gifted and talented classes. Eight teachers the teaching dimension items were analyzed: high ex-
participated (one teacher taught two of the classes). pectations, fairness, negative feedback, rule setting, and
All of the teachers were European American; four teacher motivation. Means, standard deviations, and in-
were female; and one taught mathematics, one taught ternal consistency of scales (Cronbach’s ) for the present
English, three taught science, and three taught social sample are reported. Peer nominations and teacher rat-
studies. Teaching experience ranged from 1 to 25 ings were obtained to assess classroom behavior.
years (M  12.33 years). All of the teachers had been Background information. Students were asked to fill
with their class for the entire academic year. out a general information sheet at the beginning of
School B. In the second school (n  222), 92% of the the session indicating their gender and ethnicity
students were African American, 6% were European (“White,” “African American,” “Hispanic,” “Asian,”
American, and 2% were other ethnic status; 52% were and “Other”).
male; 34% of the students received free or reduced Social goal pursuit. Social goals were defined as
price lunch; and 15% received special education ser- what students see themselves as trying to accomplish.
vices. In the year this study was conducted, sixth In contrast to other measures of classroom goals that
graders scored at the 32nd and 29th national percen- assess in part why children try to achieve, the scales
tiles on the CTBS for reading and mathematics, respec- used in this study to assess social goal pursuit asked
tively. Ninety-two percent of the sixth-grade class par- students how often they tried to achieve prosocial
ticipated; special education students were excluded and responsible outcomes (see Wentzel, 1993a). To-
from the study. Ten teachers participated, 9 of whom ward this end, each item began with the phrase “How
were female and European American, one was male often do you try to . . .”; responses were made on a
and African American; and two taught mathematics, 6-point Likert-type scale (1  rarely, 6  almost al-
two taught science, two taught social studies, and two ways). In this study, students were instructed to re-
taught multiple subjects. Teaching experience ranged spond with reference to their pursuit of goals in the
from 6 months to 14 years (M  3.45 years). Two of particular class they were in. Prosocial goals were as-
the teachers had been with their class for only part of sessed with a 3-item scale that asked about efforts to
the academic year. share and help peers with academic problems. A sam-
ple item is “How often do you try to share what
you’ve learned with your classmates?” The mean for
Procedure
this scale was 7.04 (SD  1.64); Cronbach’s   .74. Re-
Data were gathered by the principle investigator sponsibility goal pursuit was assessed with a 3-item
during regular 45-min class sessions. The entire set of scale that asked how often students tried to follow
Wentzel 291

classroom rules, for example, “How often do you try cognitive subscales of Connell’s (1985) Multidimen-
to do what your teacher asks you to do?” The mean sional Measure of Children’s Perceptions of Control.
for this scale was 7.88 (SD  1.42); Cronbach’s   .81. These subscales assess three aspects of perceived con-
Prosocial goal pursuit differed as a function of stu- trol: unknown (e.g., “When I get a good grade in
dents’ gender and race, with boys and African Amer- school I usually don’t know why I did so well”; four
ican students reporting pursuit of goals less fre- items), powerful others (e.g., “When I do well in
quently than girls and European American students, school, it’s because the teacher likes me”; four items),
F  8.02, p  .01 and F  20.25, p  .001, for gender and internal (e.g., “If I want to do well in school, it’s
and race, respectively; M (SD)  6.76 (1.71) and 7.32 up to me to do it”; four items). Responses are made on
(1.53) for boys and girls, respectively, and 6.63 (1.69) 4-point scales (1  not at all true, 4  always true).
and 7.43 (1.46) for African American and European Internal consistency (Cronbach’s ) in the present
American students, respectively. Responsibility goal sample was .65, .64, and .66 for the unknown, power-
pursuit also differed as a function of students’ gender ful others, and internal subscales, respectively. The M
and race, with boys and African American students (SD) was 2.09 (.71) for unknown control, 1.79 (.65) for
reporting pursuit of goals less frequently than girls powerful others control, and 3.33 (.64) for internal
and European American students, F  6.78, p  .01 control. Unknown control differed as a function of
and F  14.68, p  .001 for gender and race, respec- students’ race, with African American students re-
tively; M (SD)  7.55 (1.56) and 8.22 (1.17) for boys porting stronger unknown control beliefs than Euro-
and girls, respectively, and 7.49 (1.52) and 8.27 (1.17) pean American students, F  9.06, p  .01; M (SD) 
for African American and European American stu- 2.13 (.72) and 2.03 (.69) for boys and girls, respec-
dents, respectively. tively, and 2.22 (.74) and 1.97 (.65) for African Ameri-
Interest in class. Students’ general interest in class- can and European American students, respectively.
room activities was assessed with the 10-item School Powerful others beliefs differed as a function of stu-
Motivation Scale (Ford & Tisak, 1982). Sample items dents’ gender, with boys reporting stronger beliefs
include: “I usually enjoy being in this class”; “For the than girls, F  5.41, p  .05; M (SD)  1.87 (.68) and
most part, this class is a waste of time” (reverse 1.70 (.62) for boys and girls, respectively, and 1.84
coded); and “I have discovered some new interests in (.70) and 1.73 (.61) for African American and Euro-
this class this year.” Responses were made on 5-point pean American students, respectively. Finally, inter-
scales (1  false, 5  true). The mean for this scale was nal control beliefs did not differ significantly as a
36.65 (SD  8.60); internal consistency (Cronbach’s ) function of students’ gender and race, M (SD)  3.36
was .84. Interest in class did not differ significantly as (.61) and 3.31 (.68) for boys and girls, respectively, and
a function of students’ gender and race, M (SD)  3.31 (.68) and 3.37 (.61) for African American and Eu-
35.79 (8.67) and 37.52 (8.46) for boys and girls, respec- ropean American students, respectively.
tively, 36.80 (8.57) and 36.89 (8.50) for African Ameri- Classroom behavior. Peer nominations and teacher
can and European American students, respectively. ratings were used to assess prosocial and irrespon-
Mastery goal orientation was assessed with a sible behavior. Prosocial behavior scores were ob-
6-item scale developed by Nicholls (e.g., Nicholls, Cobb, tained by asking students: “Who shares and cooper-
Yackel, Wood, & Wheatley, 1990) that contains state- ates?” and “Who helps other kids when they have a
ments such as: “I feel really pleased when something problem?” For each behavior, every student was
I learn makes me want to find out more.” Responses given a list of their homeroom classmates. Students
were made on 5-point scales (1  yes, 5  no, midway were asked to cross out their own name and then
response  “?”). Cronbach’s  for this scale was .82; place a check mark in front of the names of those
and the M (SD) was 1.92 (.75). Mastery orientations classmates they thought cooperated and shared (or
differed as a function of students’ gender and race, helped other kids) most of the time. They were in-
with girls and European American students reporting structed to check as many or as few names as they
stronger orientations than boys and African Ameri- liked. For each behavioral characteristic, the percent-
can students, F  8.64, p  .01 and F  24.00, p  .001 age of nominations each child received was com-
for gender and race, respectively; M (SD)  2.01 (.85) puted by dividing the number of nominations re-
and 1.82 (.62) for boys and girls, respectively, and 1.73 ceived by the total number of children in the class.
(.63) and 2.11 (.81) for African American and Euro- The two scores were related significantly, r  .85, p 
pean American students, respectively. For subse- .001, and, therefore, combined to form an averaged
quent analyses, items were reverse coded so that prosocial behavior score.
higher scores indicated a stronger orientation. Prosocial behavior differed as a function of stu-
Control beliefs. Self-reports were obtained using the dents’ gender and race, with boys and African Amer-
292 Child Development

ican students being nominated less frequently as be- ity subscale of the Short Form of the Classroom Envi-
ing prosocial than girls and European American ronment Scale (Moos & Moos, 1981). Sample items in-
students, F  58.65, p  .001 and F  42.99, p  .001, clude “There is a clear set of rules for students to
for gender and race, respectively; M (SD)  8.21 (4.54) follow,” and “The teacher explains what will happen
and 11.97 (5.41) for boys and girls, respectively, and if a student breaks a rule.” Students marked items as
8.33 (4.75) and 11.56 (5.26) for African American True or False. The mean for this subscale was 1.15
and European American students, respectively. (SD  .22) Cronbach’s  was .66. Rule setting did not
Irresponsible behavior scores were obtained by differ significantly as a function of students’ gender
asking teachers to rate each of their students on two and race, M (SD)  1.16 (.23) and 1.14 (.22) for boys
characteristics: “How often does this student break and girls, respectively, and 1.14 (.23) and 1.16 (.22) for
classroom rules?” and “How often is this student dis- African American and European American students,
ruptive in class (e.g., starts fights, provokes class- respectively.
mates, acts out)?” Ratings were made on 5-point High expectations and nurturance were assessed
scales (1  never, 5  always). The means were 1.95 with items from Weinstein and Marshall’s (1984)
(SD  1.02) and 1.74 (SD  1.02) for rule breaking and Teacher Treatment Inventory (TTI). Six items from the
disruption, respectively. The two scores were related high expectations, opportunity, and choice subscale
significantly, r  .80, p  .001, and, therefore, averaged were used to tap high expectations: 4 items from the
to form an irresponsible behavior score. Irresponsible Short Form of the TTI and 2 additional items from
behavior differed as a function of students’ gender and the full scale that reflect high expectations. Sample
race, with boys and African American students being items include “The teacher calls on me to answer ques-
rated as more irresponsible than girls and European tions” and “The teacher trusts me.” Nurturance was
American students, F  29.43, p  .001 and F  10.96, assessed in terms of negative feedback and lack of en-
p  .001 for gender and race, respectively; M (SD)  couragement. Four items from the negative feedback
2.09 (1.05) and 1.59 (.82) for boys and girls, respec- and teacher direction subscale of the TTI were used:
tively, and 2.00 (1.06) and 1.70 (.97) for African Amer- two items from the Short Form of the TTI and two ad-
ican and European American students, respectively. ditional items that reflect negative feedback. Sample
Academic performance. Of interest for the present items include “The teacher scolds me for not trying”
study were grades for the subject taught by the teacher and “The teacher makes me feel bad when I don’t
that students assessed with respect to the teaching di- have the right answer.” Responses were made in a
mensions (i.e., if students responded to the teaching format consistent with Weinstein and Marshall’s Own
dimension questions with reference to the mathemat- Treatment Form in that students responded with re-
ics teacher, the mathematics grade was the outcome spect to perceptions of their teacher’s treatment of
of interest). Students’ end-of-year grades were ob- themselves. Responses were made on 4-point scales
tained from student files, M (SD)  2.51 (.92). Class- (1  always, 4  never). The means for these two
room differed as a function of students’ gender and scales were 2.35 (SD  .63) and 1.62 (SD  .65); Cron-
race, with boys and African American students earn- bach’s s were .78 and .70, for high expectations and
ing lower grades than girls and European American nurturance, respectively.
students, F  31.31, p  .001 and F  8.52, p  .01 for High expectations differed significantly as a function
gender and race, respectively; M (SD)  2.27 (.87) and of students’ gender, F  5.90, p  .01; M (SD)  2.25
2.76 (.91) for boys and girls, respectively, and 2.38 (.61) and 2.45 (.63) for boys and girls, respectively, and
(.94) and 2.64 (.89) for African American and Euro- 2.33 (.61) and 2.38 (.64) for African American and Euro-
pean American students, respectively. pean American students, respectively. Nurturance did
Teaching dimensions. Baumrind’s (1971) dimen- not differ as a function of students’ gender and race,
sions of parenting were used to define dimensions of M (SD)  1.66 (.66) and 1.59 (.64) for boys and girls, re-
teaching. In the present study, dimensions were la- spectively, and 1.67 (.69) and 1.59 (.60) for African Amer-
beled rule setting (control), high expectations (matu- ican and European American students, respectively.
rity demands), negative feedback (lack of nurturance), Feldlaufer et al.’s (1988) Teacher Classroom Envi-
and fairness (democratic communication). In addi- ronment Measure was adapted to assess teacher fair-
tion, teachers’ modeling of motivation toward school- ness and modeling of teacher motivation. Fairness
work was labeled teacher motivation. For all of the was measured with three items from the Teacher-
teacher-related items, students were told to respond Unfair/Unfriendly scale: “The teacher treats boys
by thinking about the teacher of the class they were in and girls differently” (reverse coded), “The teacher
at the time. grades our work fairly,” and “The teacher treats some
Rule setting was assessed with the 4-item rule clar- kids better than others” (reverse coded). Teacher mo-
Wentzel 293

tivation, as reflected in students’ perceptions of their for five of the seven student outcomes. Specifically,
teachers’ interest in the subjects they teach, was as- students from School A reported more frequent pur-
sessed with three items adapted from the “Teacher- suit of social goals and stronger interest in class, and
Valuing of Math” scale: “The teacher tries to make nominated classmates as being prosocial more often
this class interesting,” “The teacher likes the subject,” than did students in School B; School B teachers rated
and “The teacher tells us why the subject is impor- their students’ as being more irresponsible than did
tant.” Responses were made on 4-point scales (1  teachers in School A. Classroom effects were signifi-
not very often, 4  very often). The means for these cant for each teaching dimension and all student out-
two scales were 3.27 (SD  .73) and 3.22 (SD  .71); comes; effect sizes were quite large for each variable
Cronbach’s s were .60 and .68, for fairness and (see Cohen, 1992). These significant classroom effects
teacher motivation, respectively. indicated that student perceptions of teachers were
Fairness did not differ as a function of students’ fairly consistent within classrooms. Only one teacher
gender and race, M (SD)  3.24 (.74) and 3.30 (.72) in School 2 was African American; therefore, statisti-
for boys and girls, respectively, and 3.20 (.77) and cal comparisons as a function of teacher race could
3.32 (.70) for African American and European Amer- not be conducted. Examination of the African Ameri-
ican students, respectively. Teacher motivation also can teacher’s teaching dimension scores, however, in-
did not differ as a function of students’ gender and dicated that they were very close to the average scores
race, M (SD)  3.25 (.73) and 3.19 (.69) for boys and of the European American teachers.
girls, respectively, and 3.22 (.77) and 3.23 (.66) for Af- Correlations among variables are shown in Table 2.
rican American and European American students, The four motivation outcomes were significantly and
respectively. positively related to teacher motivation, fairness, rule
setting, and high expectations; and negatively related
to negative feedback. Control beliefs also were re-
RESULTS lated significantly to teaching dimensions, although
not as consistently: unknown control was related pos-
Descriptive Results
itively to rule setting and negative feedback and neg-
School and classroom effects were examined with atively to fairness; powerful others control was re-
respect to each teaching dimension and student out- lated negatively to fairness, teacher motivation, rule
come. As shown in Table 1, school effects were non- setting, and high expectations and positively to nega-
significant for all teaching dimensions and significant tive feedback; and internal control was related posi-

Table 1 Teaching Dimensions and Student Outcomes as a Function of School and Teacher: Results of Analyses of Variance

School
Teacher
A B
M (SD) M (SD) F(1, 334) d 1–18a F(17, 314) db

Teaching dimensions
High expectations 2.39 (.61) 2.35 (.65) .28 .07 2.06–2.79 2.22** 1.20
Fairness 3.31 (.71) 3.22 (.75) 1.23 .12 2.47–3.71 3.63*** 1.80
Teacher motivation 3.24 (.65) 3.23 (.76) .03 .01 2.75–3.69 1.82* 1.36
Rule setting 1.13 (.21) 1.15 (.23) .72 .09 1.03–1.26 1.84* 1.05
Negative feedback 1.60 (.62) 1.69 (.68) 1.57 .14 1.33–2.50 1.93** 1.89
Student outcomes
Prosocial goals 3.55 (.85) 3.07 (.99) 25.76*** .53 2.77–3.83 2.38*** 1.15
Responsibility goals 4.09 (.76) 3.68 (.94) 21.47*** .48 3.44–4.41 2.01** 1.14
Interest in class 36.95 (8.33) 36.29 (8.9) .52 .08 29.45–43.15 4.09*** 1.68
Mastery orientation 1.70 (.60) 2.14 (.83) 39.12*** .86 1.45–2.62 3.95*** 1.67
Prosocial behavior 11.90 (5.28) 8.39 (4.75) 51.83*** .70 7.95–15.65 8.14*** 1.66
Irresponsible behavior 1.68 (.83) 2.01 (1.07) 12.90*** .35 1.09–3.09 6.21*** 2.30
Classroom grades 2.59 (.89) 2.48 (.95) 1.47 .12 1.88–3.09 3.73*** 1.39

a Ranges of mean scores for the 18 teachers.


b Effectsize; according to Cohen (1992), small, medium, and large effect sizes are .20, .50, and .80, respectively.
* p  .05; ** p  .01; *** p  .001.
294
Child Development
Table 2 Intercorrelations among Variables

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Motivation outcomes
1. Prosocial goal pursuit
2. Responsibility goal pursuit .50***
3. Interest in class .30*** .37***
4. Mastery orientation .47*** .42*** .35***
Control beliefs
5. Unknown .05 .13** .19*** .11**
6. Powerful others .13** .18*** .23*** .17*** .36***
7. Internal .10* .17*** .15*** .14*** .03 .06
Teaching dimensions
8. Fairness .15*** .22*** .43*** .26*** .21*** .27*** .19***
9. Teacher motivation .15*** .19*** .45*** .22*** .01 .12** .27*** .42***
10. Rule setting .14*** .19*** .33*** .15*** .15*** .17*** .25*** .41*** .24***
11. Negative feedback .18*** .30*** .30*** .20*** .20*** .24*** .12** .43*** .23*** .27***
12. High expectations .32*** .36*** .49*** .31*** .07 .18*** .04 .30*** .32*** .16*** .22***
Behavior and performance
13. Prosocial behavior .25*** .20*** .17*** .14** .11** .11** .01 .02 .00 .07 .18*** .14**
14. Irresponsible behavior .09* .28*** .18*** .05 .09* .18*** .03 .22*** .05 .18*** .27*** .21*** .49**
15. Classroom grades .18*** .23*** .10* .06 .14** .13** .03 .09* .01 .08 .21*** .23*** .57*** .43***

* p  .05; ** p  .01; *** p  .001.


Wentzel 295

tively to fairness, teacher motivation, and rule setting cant in each case and, therefore, were not included in
and negatively to negative feedback. the final analyses.
Teaching dimensions also were related significantly Hierarchical multiple regression analyses were
to student adjustment outcomes. Specifically, proso- conducted to predict prosocial goal pursuit, responsi-
cial behavior was related significantly to teaching bility goal pursuit, mastery goal orientations, and in-
dimensions of fairness, negative feedback, and high terest in class. Demographic variables (race and
expectations; irresponsible behavior was related sig- gender) were entered first, control beliefs second,
nificantly to all of the teaching dimensions except teaching dimensions third, and Race  Teaching di-
teacher motivation; and academic achievement was mension and Gender  Teaching dimension interac-
related significantly to the dimensions of fairness, tion terms last. As shown in Table 3, teaching dimen-
negative feedback, and high expectations. Of interest sions predicted a significant amount of variance in
for the question of mediation were significant rela- goals and interest, R2s ranged from .10 to .33, after
tions between teaching dimensions and adjustment accounting for demographic variables and control be-
outcomes, and between motivation variables and ad- liefs. High expectations was a positive, independent
justment outcomes. Prosocial goal pursuit was related predictor of each outcome. In addition, negative feed-
positively to prosocial behavior and responsibility back was a significant negative predictor of responsi-
goal pursuit was related negatively to irresponsible bility goal pursuit; fairness and teacher motivation
behavior. Interest in schoolwork was related signifi- were significant positive predictors, and rule setting a
cantly and positively to academic performance, negative predictor of interest in class; and fairness
whereas mastery goal orientations were not related was a significant positive predictor of mastery goal
significantly to performance. orientation. Interaction terms did not add significant
variance in the last step.
Teaching Dimensions as Predictors
of Student Goals and Interest Motivation as a Mediator of Teaching Dimensions
and School Adjustment
Preliminary analyses of covariance were conducted
to test for teacher and school effects on the motivation, Two additional sets of regressions were conducted
behavioral, and performance outcomes, when control- to test for mediation. As prescribed by Baron and
ling for the teaching dimension and control belief Kenny (1986), three sets of regressions are necessary
variables. Teacher and school effects were nonsignifi- to test for mediation: the dependent variables (proso-

Table 3 Predictors of Student Motivation: Results of Multiple Regressions

Prosocial Goal Responsibility Goal


Pursuit Pursuit Interest in Class Mastery Orientation

Predictors  R2  R2  R2  R2

Step 1: Demographics .03*** .05*** .04** .06***


Race .14** .14** .01 .18***
Gender .07 .12* .15** .09
Step 2: Control beliefs .03*** .05*** .07*** .05***
Unknown .01 .07 .10* .10
Powerful others .03 .01 .02 .01
Internal .09 .09 .04 .08
Step 3: Teaching dimensions .10*** .15*** .33*** .12***
Fairness .07 .03 .13* .16**
Teacher motivation .03 .02 .27*** .06
Rule setting .10 .07 .10* .03
Negative feedback .05 .16** .04 .02
High expectations .26*** .31*** .34*** .23***

Note: Standardized  weights are shown. R2 represents the increment to R2 associated with each block of variables when they are entered
into the equation. Race was coded such that 1  African American, 2  European American; gender was coded such that 0  male, 1  fe-
male. The effect size indexes (f 2 ) for teaching dimensions were .11, .18, .49, and .14 for prosocial goal pursuit, responsibility goal pursuit,
interest, and mastery orientations, respectively.
* p  .05; ** p  .01; *** p  .001.
296 Child Development

cial behavior, irresponsible behavior, academic per- of influence in that high expectations predicted
formance) are regressed on the independent variables prosocial goal pursuit (see Table 3), which, in turn,
(teaching dimensions; referred to as Model 1 regres- predicted prosocial behavior (see Table 4); negative
sions); the mediator (motivation variables) is regressed feedback and high expectations predicted pursuit of
on the independent variables (teaching dimensions; responsibility goals, which, in turn, predicted irre-
results of these analyses, referred to as Model 2 re- sponsible behavior.
gressions, are shown in Table 3); and the dependent
variables are regressed on the independent and medi-
DISCUSSION
ating variables (referred to as Model 3 regressions).
Evidence for mediation is found if independent vari- The present study examined the utility of parent so-
ables are significant predictors in Model 1 and Model cialization models for understanding the effects of
2 regressions but not in Model 3 regressions. teachers on student motivation in middle school.
Tests of Model 1 and Model 3 regressions were Three specific questions were addressed: (1) To what
conducted simultaneously in a series of hierarchical extent do teachers differ along dimensions of high ex-
analyses in which the teaching dimensions (indepen- pectations, rule setting, nurturance, fairness, and mod-
dent variables) were entered at Step 2 after control- eling of motivation; and do these dimensions relate to
ling for demographic variables, and the motivation students’ school adjustment? (2) To what extent does
variables (mediators) were entered at Step 3. Interest student motivation mediate links between teaching
in school, and pursuit of prosocial and responsibility dimensions and students’ social behavior and achieve-
goals were examined as potential mediators. Race  ment? and (3) Do race and gender moderate relations
Teaching dimension and Gender  Teaching dimen- between teaching dimensions and student outcomes?
sion interaction terms were entered last. Regressions With respect to the first question, students’ reports
that included mastery goal orientations were not con- yielded clear distinctions among teachers along the
ducted, given that mastery goal orientations were not five teaching dimensions: significant classroom dif-
related significantly to student grades (see Table 2). ferences were found with respect to expectations, fair-
As shown in Table 4, teaching dimensions ac- ness, rule setting, negative feedback, and teacher in-
counted for significant variance of classroom behav- terest in subject matter. Therefore, as with parents and
ior and grades, R2s ranged from .04 to .11, with neg- their children, teachers can be characterized in terms
ative feedback being a significant predictor in each of the socialization contexts they establish for their
case. High expectations also was a positive predictor students. In addition, the five teaching dimensions
of classroom grades. No evidence for mediation was accounted for significant amounts of variance in mo-
found. Social goals, however, did provide pathways tivational, behavioral, and academic performance

Table 4 Predictors of Behavior and Performance: Tests for Mediation

Prosocial Behavior Irresponsible Behavior Classroom Grades

Predictors Model 1  Model 3  R2 Model 1  Model 3  R2 Model 1 Model 3 R2

Step 1: Demographics .16*** .09*** .07***


Race .10* .06 .08 .04 .05 .06
Gender .37*** .36*** .26*** .23*** .19*** .20***
Step 2: Teaching dimensions .04** .11*** .10***
Fairness .02 .01 .10 .09 .08 .08
Teacher motivation .03 .03 .10 .10 .12* .11
Rule setting .01 .01 .09 .07 .05 .06
Negative feedback .19*** .18*** .24*** .19** .21*** .22**
High expectations .02 .05 .06 .01 .23*** .26***
Step 3: Motivation variable .27*** .06*** .20*** .03*** .07 .01

Note: Standardized  weights are shown. R2 represents the increment to R2 associated with each block of variables when they are entered
into the equation. Race was coded such that 1  African American, 2  European American; gender was coded such that 0  male, 1  fe-
male. The motivation variables were prosocial goal pursuit, responsibility goal pursuit, interest in class for prosocial behavior, irrespon-
sible behavior, and classroom grades, respectively. The effect size indexes (f 2) for teaching dimensions were .04, .12, and .11, for prosocial
behavior, responsible behavior, and grades, respectively.
* p  .05; ** p  .01; *** p  .001.
Wentzel 297

outcomes, even after controlling for demographic area; studies that examine the relative contributions of
variables and students’ beliefs about control. parenting, teaching, and peer contexts to student moti-
Finally, perceptions of teachers as a function of stu- vation as adolescents progress through middle school
dents’ race and gender did not moderate relations be- and into high school are necessary to understand the
tween teaching dimensions and student outcomes. developmental implications of these findings.
This latter finding is particularly interesting given The overall significance of teaching dimensions in
that approximately half the subjects in this study relation to student adjustment provides initial evi-
were African American students describing European dence that models of parent socialization are general-
American teachers. Therefore, at least for these young izable to nonfamilial contexts. Conclusions concern-
adolescents, race did not appear to act as a lens ing causality, however, are premature. For instance, it
through which students interpreted the type of teacher could be argued that the present findings reflect that
behavior assessed in this study. Research on African good teachers simply reinforce the work already ac-
American students’ perceptions of African American complished at home, or that students who have
teachers along these same dimensions are critical for adopted the same goals and interests as teachers in
drawing conclusions about the effects of teacher race turn motivate teachers to treat them in ways that
on student motivation and behavioral adjustment to characterize nurturant and effective parents. When
school, however. These findings also are intriguing compared with perceived support from parents and
given Steinberg, Dornbusch, and Brown’s (1992) con- peers, however, perceived support from teachers has
clusion that Baumrind’s (1971, 1991) parenting styles been found to be unique in predicting young adoles-
are not relevant for understanding academic achieve- cents’ interest in class and pursuit of goals to be so-
ment of African American high school students. The cially responsible (Wentzel, 1998). Students’ percep-
present study, however, differs from their work on tions of general levels of support from teachers also
family–school connections in several ways. First, the predict changes in prosocial goal pursuit and aca-
current focus was on dimensions of classroom teach- demic effort across the middle school years (Wentzel,
ing rather than dimensions of parenting. Therefore, 1997). Finally, when elementary school teachers are
the findings of the present study might simply reflect trained to provide students with warmth and sup-
the likelihood that context effects most proximal to port, clear expectations for behavior, and develop-
the outcomes of interest have a more powerful and mentally appropriate autonomy, their students de-
consistent influence on those outcomes than do more velop a stronger sense of community, increase
distal effects. In other words, it is likely that teachers displays of socially competent behavior, and show ac-
can have a much greater influence on students’ moti- ademic gains (Schaps, Battistich, & Solomon, 1997;
vation and behavior displayed in their classrooms Watson, Solomon, Battistich, Schaps, & Solomon, 1989).
than can parents. Therefore, a growing body of evidence supports the
Second, unlike the Steinberg, Dornbusch, and utility of further investigations of classroom teachers’
Brown (1992) study, the current research focused on unique contribution to adolescents’ social and aca-
specific socialization processes rather than the parent- demic adjustment to school.
ing typologies typically used to represent Baumrind’s Explanations of socialization influences as a func-
work (e.g., authoritative, authoritarian, permissive tion of caregiving styles also require recognition of an
parenting styles; Baumrind, 1971). It is possible that important distinction between the provisions of inter-
this greater specification and delineation of constructs personal contexts and those of interpersonal relation-
increases the likelihood that the processes they repre- ships. To illustrate, the interpersonal contexts created
sent will be relevant for understanding school moti- by teachers can be relatively impersonal and still pro-
vation, social behavior, and achievement of adoles- mote positive individual outcomes. In the middle
cents regardless of race or gender. Finally, in contrast school classroom, this is reflected in the fact that few
to Steinberg, Dornbusch, and Brown’s (1992) work, students describe teachers as their friends or as the
the present study focused on middle school rather source of a close personal relationship (e.g., Lempers
than high school students. Developmental factors, in- & Clark-Lempers, 1992). Yet, most middle school stu-
cluding the possibility that peers become more influ- dents recognize that teachers behave in ways that
ential as students progress through adolescence communicate caring and personal support (Wentzel,
(Berndt, 1979), especially for African American stu- 1997) and, in turn, these positive beliefs about teachers
dents (Steinberg, Dornbusch, & Brown, 1992), might are related to students’ engagement and interest in
explain discrepant findings. Taken together, these dif- classroom activities (Wentzel, 1997, 1998). The find-
ferences across studies raise interesting and theoreti- ings of the current study most likely reflect this per-
cally important questions for future research in this spective. In contrast, the close interpersonal relation-
298 Child Development

ships that adolescents have with parents have the debilitating to student achievement (Weinstein, 1989).
potential to influence more general levels of psycho- In contrast, negative feedback was the most consis-
logical and emotional well-being. For instance, ado- tent predictor of students’ social behavior and aca-
lescents who enjoy emotionally close, positive rela- demic performance, underscoring the potentially
tionships with parents are less likely to experience pervasive influence of teachers’ negative and highly
emotional distress at school than children who do not critical feedback on students’ classroom functioning.
have cohesive family relationships (e.g., Wentzel, 1998). Research on the role of negative affect and anxiety as
In turn, students’ emotional well-being can influence additional motivational processes that mediate rela-
their interest in classroom activities and academic tions between negative feedback and student out-
performance (Wentzel, 1998; Wentzel, Weinberger, comes might provide additional insight in this regard
Ford, & Feldman, 1990). The relative contribution of (see Eccles, Wigfield, & Schiefele, 1998). Specifically,
interpersonal contexts and relationships to adoles- with regard to learning, it also is likely that by creat-
cents’ school adjustment are not well understood. It is ing a context free of harsh criticism and one in which
likely, however, that multiple models of influence are students are expected to do their best, teachers might
necessary to explain how social contexts and relation- be better able to convey information clearly and effi-
ships can influence adolescents’ lives at school. ciently, encourage student engagement, and focus
Longitudinal research designed to tease apart the students’ attention on academic tasks.
relative contribution of parenting and teaching styles The role of parenting styles in supporting the
to children’s school adjustment is needed to address adoption and internalization of specific goals rarely
issues of home versus school effects. Additional re- has been the target of empirical investigations, de-
search on the motivational effects of caregiving also spite the centrality of this process in models of social-
might benefit from examination of other influences ization. Rather, caregiving styles have been related
and opportunities provided by parents and teachers. directly to behavioral and performance outcomes.
For instance, Darling and Steinberg (1993) suggest Therefore, a second objective of the present study
that the specific goals that parents communicate to was to examine whether students’ motivation medi-
their children (e.g., do well in school) combined with ated relations between teaching dimensions and more
specific opportunities for achieving these goals (e.g., objective aspects of school adjustment. Evidence for
providing learning resources and supports) might ex- mediation was not found, although specific teaching
plain why some children who experience effective dimensions such as high expectations and negative
parenting styles are successful in school, whereas feedback were related to social behavioral outcomes by
other children are not (see Dornbusch, Ritter, Leider- way of their relation to social goal pursuit (see Table 3).
man, Roberts, & Fraleigh, 1987). The significance of Therefore, student motivation does appear to play a
these additional variables is underscored by findings role in linking teaching styles to students’ social be-
that parental goals for children’s schooling are related havior. Additional work, however, is needed to iden-
to student performance (Okagaki & Sternberg, 1993), tify the processes that explain the direct links between
and that educational resources in the home are linked teaching dimensions—especially negative feedback—
to children’s academic competencies (see Ryan, Adams, and students’ social behavior and performance.
Gullotta, Weissberg, & Hampton, 1995). With respect An unexpected finding was the nonsignificant re-
to teachers, therefore, the strength of their motiva- lation between student interest and academic perfor-
tional influence might lie in the combination of class- mance. One explanation is that by middle school, a
room goals and instructional practices they provide student’s ability in an academic subject area reflects
within the context of their particular caregiving styles. years of classroom experiences rather than specific in-
Although teaching dimensions as a whole explain terest engendered by their current teacher. It also is
significant variance in motivational outcomes, high possible that interest in a class does not always moti-
expectations for students was the one teaching di- vate a student’s desire to perform well academically.
mension that emerged as a significant predictor of each Indeed, previous work has documented the relatively
motivational outcome. These findings support a con- powerful role of students’ goals to be socially respon-
clusion that students are motivated both socially and sible (i.e., to do what is expected of them) in predict-
academically by expectations to perform to their full ing classroom performance (Wentzel, 1991b, 1993a).
potential. They also provide additional support for This possibility was explored in post hoc analyses by
previous work suggesting that developmentally ap- examining social responsibility goal pursuit as a mo-
propriate levels of challenge can be highly motivating tivational predictor of classroom grades instead of in-
(Csikszentmihalyi & Rathunde, 1993), whereas teacher terest in class. Social responsibility goal pursuit was
expectations for low performance can be particularly found to be a significant positive predictor of class-
Wentzel 299

room grades, R2  .01, p  .001;   .12***, after first Evans, without whom this study could not have been
entering demographic and teaching dimension vari- conducted.
ables (gender, negative feedback, and high expecta-
tions remained significant predictors of grades).
Given that teachers’ negative feedback predicted ADDRESS AND AFFILIATION
low levels of social responsibility goal pursuit and Corresponding author: Kathryn R. Wentzel, Depart-
high expectations predicted high levels (see Table ment of Human Development, University of Mary-
3), this finding is intriguing in its implication that land, 3304 Benjamin Building, College Park, MD 20742;
teachers might influence academic performance e-mail: wentzel@wam.umd.edu.
most strongly by way of students’ social rather than
academic motivation.
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