Student expectations and dyadic interactions with physical education teachers of third-grade children

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Susan B. Johnson (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Kate R. Barrett

Abstract: The purpose of this study was to investigate the differences among student expectations, student sex, and teachers with respect to teacher-student dyadic interactions of third-grade children. Student expectations of 140 third-grade children enrolled in two different schools in Guilford County, North Carolina, were measured by the Johnson Motor Performance Expectancy Scale for Children (JMPES). A pretest and posttest of the JMPES were administered during the first and last weeks of a nine-week instructional period. The upper and lower thirds of the JMPES scores were used to identify high and low expectancy groups. Teacher-student dyadic interactions of two female physical education teachers, each at a different school, and individual third-grade students in their classes were measured by the Dyadic Adaptation of CAFIAS (DAC). Teacher-student dyadic interactions were observed and recorded by two trained coders on 18 randomly selected occasions during the nine-week period.

Additional Information

Language: English
Date: 1982
Teacher-student relationships
Students $x Rating of
Physical education teachers

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