{"id":497,"date":"2015-05-15T17:24:03","date_gmt":"2015-05-15T07:24:03","guid":{"rendered":"http:\/\/casestudyhelp.com\/sample-questions\/?p=497"},"modified":"2018-01-29T20:00:00","modified_gmt":"2018-01-29T09:00:00","slug":"blog-writing-assignment-help","status":"publish","type":"post","link":"https:\/\/casestudyhelp.com\/sample-questions\/blog-writing-assignment-help\/","title":{"rendered":"Blog writing assignment help"},"content":{"rendered":"

Clearly and accurately identifies the debate or argument reflected in the assigned papers 2. Clearly and accurately identifies the specific theoretical stance and position of each author\/s 3. Critically engages with the substance of the arguments presented and questions posed 4. Identifies the practice based implications and relates critique to practice or issues posed in question prompts 5. The blog is clearly presented, demonstrates a high standard of written communication, appropriate acknowledgement of all sources.<\/p>\n

The aim of the present study was to better understand the combined and unique effects<\/div>\n
of teacher\u2013student and parent\u2013child relationships in students\u2019 achieve-<\/div>\n
ment motivation and self-esteem. Participants were 3450 high school stu-<\/div>\n
dents administered items assessing their interpersonal relationships, aca-<\/div>\n
demic motivation and engagement, academic self-concept, and general<\/div>\n
self-esteem. Preliminary correlations showed that both teacher\u2013student<\/div>\n
and parent\u2013child relationships are significantly associated with achieve-<\/div>\n
ment motivation and general self-esteem. Importantly, however, when<\/div>\n
using appropriate structural equation models to control for shared vari-<\/div>\n
ance amongst predictors, findings showed that although teachers and par-<\/div>\n
ents are clearly influential, after controlling for gender, age, and the pres-<\/div>\n
ence of both interpersonal relationships in the one model, teacher effects<\/div>\n
are stronger than parent effects, particularly in the academic domain<\/div>\n
\n
Research has consistently identified the substantial role that interpersonal relation-<\/div>\n
ships play in students\u2019 outcomes and experiences at school (e.g., Creasey et al.,<\/div>\n
1997; Culp, Hubbs-Tait, Culp, & Starost, 2000; Field, Diego, & Sanders, 2002;<\/div>\n
Marjoribanks, 1996; Pianta, Nimetz, & Bennett, 1997; Robinson, 1995).<\/div>\n
Consistent with this, we argue that the role of interpersonal relationships is central-<\/div>\n
ly relevant to academic motivation and engagement, academic self-concept, and<\/div>\n
general self-esteem. The present study seeks to explore this by examining the impact<\/div>\n
of high school students\u2019 connectedness to teachers and parents on their achievement<\/div>\n
motivation and general self-esteem. It extends previous correlational work by con-<\/div>\n
ducting structural equation models that control for covariation amongst cognate<\/div>\n
factors with a view to better understanding the combined and unique influence of<\/div>\n
teachers and parents. With a more differentiated understanding of their precise<\/div>\n
roles, practitioners are able to administer more targeted and effective intervention<\/div>\n
and support (Martin, in press; O\u2019Mara, Marsh, Craven, & Debus, 2006) to enhance<\/div>\n
and then sustain students\u2019 achievement motivation and self-esteem<\/div>\n
<\/div>\n
\n
The Centrality of Relationships in Achievement Motivation Theory<\/div>\n
A pervading theme in influential theoretical traditions is the role of significant oth-<\/div>\n
ers in shaping individuals\u2019 achievement motivation and self-related processes.<\/div>\n
Attribution theory<\/div>\n
proposes that young people gain a sense of control through feed-<\/div>\n
back from others and that reward contingencies influence a sense of locus and con-<\/div>\n
trol (Perry & Tunna, 1988; Peterson, Maier, & Seligman, 1993; Weiner, 1986).<\/div>\n
Expectancy-value<\/div>\n
identifies the role of significant socialisers\u2019 attitudes, beliefs, and<\/div>\n
behaviours in developing young people\u2019s expectancies and values (Wigfield &<\/div>\n
Tonks, 2002). From a<\/div>\n
goal theory<\/div>\n
perspective, tasks and assessment influence the<\/div>\n
goals individuals adopt (Anderman & Maehr, 1994; Meece, 1991). Belongingness,<\/div>\n
central to<\/div>\n
self-determination theory<\/div>\n
is cultivated by significant others (Deci & Ryan,<\/div>\n
2000; La Guardia & Ryan, 2002; Reeve, Deci, & Ryan, 2004). Students gain a<\/div>\n
sense of<\/div>\n
self-efficacy<\/div>\n
through supportive communication from others and the vicar-<\/div>\n
ious influence of social models (Bandura, 1997). From a<\/div>\n
self-worth motivation<\/div>\n
per-<\/div>\n
spective, Martin, Marsh, Williamson, and Debus (2003) have shown that students\u2019<\/div>\n
motive to protect self-worth is influenced by significant others as is the intergener-<\/div>\n
ational transmission of fear of failure (Elliot & Thrash, 2004). Taken together, then,<\/div>\n
there are clear substantive and theoretical grounds for centrally locating interper-<\/div>\n
sonal relationships in young people\u2019s academic and nonacademic lives.<\/div>\n
<\/div>\n
\n
Australian Journal of Guidance & Counselling<\/div>\n
Volume 17 Number 2 2007<\/div>\n
\u25b2<\/div>\n
1999; Glover et al., 1998; McCarthy, Pretty, & Catano, 1990), provide instrumen-<\/div>\n
tal help for tasks and challenges, are a basis for emotional support in daily life<\/div>\n
(Gutman, Sameroff, & Eccles, 2002; Irwin, 1996), and are important for social and<\/div>\n
emotional development (Abbott & Ryan, 2001; Kelly & Hansen, 1987; McCarthy<\/div>\n
et al., 1990).<\/div>\n
Of particular relevance to the present study, relationships are also a critical fac-<\/div>\n
tor in young people\u2019s engagement with, and motivation in, school (Ainley, 1995;<\/div>\n
Battistich & Hom, 1997; Hargreaves, Earl, & Ryan, 1996; Pianta, 1998) and also<\/div>\n
their general self-esteem (Martin & Dowson, in press; Martin, Marsh, McInerney,<\/div>\n
& Green, 2007). It seems interpersonal relationships yield these positive effects in a<\/div>\n
number of ways. Social interactions teach young people about themselves and how<\/div>\n
to function effectively in particular environments. Through interpersonal relation-<\/div>\n
ships, young people internalise the beliefs valued by significant others (Wentzel,<\/div>\n
1999). It has also been suggested that interpersonal relationships have an energising<\/div>\n
function on the self (Furrer & Skinner, 2003).<\/div>\n
Although prior work has examined the influence of parents and teachers on<\/div>\n
achievement motivation and the self (e.g., Martin, 2003a, 2003b, 2006a, 2006b,<\/div>\n
2006c; Martin et al., 2007), much research tends to be correlational and so does not<\/div>\n
examine the unique effects of parents and teachers after controlling for their shared<\/div>\n
variance or other key factors (e.g., gender and age) that are known to predict<\/div>\n
achievement motivation and self-esteem. Accordingly, the present study extends pre-<\/div>\n
vious correlational work by conducting structural equation modelling that controls<\/div>\n
for covariation amongst cognate factors with a view to better understanding the<\/div>\n
combined and unique influences of teachers and parents on students\u2019 achievement<\/div>\n
motivation and general self-esteem.<\/div>\n
<\/div>\n
\n

To get help with any writing help then chat with online assignment adviser<\/strong><\/p>\n

\"Hire<\/a><\/p>\n

Ask Your\u00a0Assignment Writing\u00a0Service Online<\/a><\/b>?<\/strong>
\nCheck out our\u00a0Essay Writing Service Australia<\/a><\/strong>
\nFind Your\u00a0<\/strong>Assignment Writing Experts<\/strong><\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n