# | Items | Mean | Std | Source |
---|---|---|---|---|
Appraisal support | ||||
A1 | … give(s) useful input on student performance. | 4.99 | 1.23 | D |
A2 | … willingly engage(s) with students about the quality of their work. | 5.11 | 1.17 | D |
A3 | … offer(s) encouraging constructive criticism. | 5.08 | 1.17 | D |
A4 | … give(s) students supportive feedback on their work. | 5.13 | 1.14 | D |
A5 | … give(s) students helpful feedback. | 5.21 | 1.04 | D |
A6 | … recognize(s) students’ efforts to improve as well as their successes. | 5.02 | 1.15 | D |
A7 | … recognize(s) student improvement. | 4.95 | 1.20 | Midgley et al. 2000 |
A8 | … help(s) students understand how well they are achieving goals. | 4.91 | 1.25 | D |
A9 | … encourage(s) students to keep trying even when they are struggling. | 5.32 | 0.97 | D |
Emotional support | ||||
E1 | … care(s) about student progress. | 5.14 | 1.12 | Malecki and Demaray 2002 |
E2 | … is/are fair. | 5.39 | 0.89 | Malecki and Demaray 2002 |
E3 | … understand(s) the challenges students face in this course. | 5.32 | 0.97 | D |
E4 | … make(s) students feel welcomed to participate in class. | 5.21 | 1.02 | D |
E5 | … treat(s) students in this class with respect. | 5.47 | 0.84 | Malecki and Demaray 2002 |
E6 | … is/are supportive when students are struggling. | 5.34 | 0.97 | D |
E7 | … is/are attentive to students’ feelings. | 5.1 | 1.1 | D |
E8 | … make(s) students feel they can openly share their feelings and experiences with them. | 5.07 | 1.1 | Pianta 2001 |
E9 | … believe(s) in students. | 5.31 | 0.94 | Robnett et al. 2019 |
E10 | … earned student trust. | 5.22 | 1.07 | Robnett et al. 2019 |
E11 | … care(s) about students. | 5.23 | 1.03 | D |
E12 | … listen(s) to students when they have problems. | 5.31 | 0.98 | Robnett et al. 2019 |
E13 | … is/are open to students sharing new ideas. | 5.19 | 1.02 | Johnson et al. 1985 |
Instrumental support | ||||
Is1 | … answer(s) questions when students ask. | 5.53 | 0.81 | Malecki and Demaray 2002 |
Is2 | … help(s) students solve any problems they have. | 5.47 | 0.86 | Malecki and Demaray 2002 |
Is3 | … give(s) good advice to struggling students. | 5.36 | 0.92 | D |
Is4 | … provide(s) help when students are struggling. | 5.46 | 0.89 | D |
Is5 | … help(s) students come up with better explanations for answers. | 5.28 | 0.97 | D |
Is6 | … give(s) clear instructions for tasks. | 5.22 | 1 | D |
Is7 | … give(s) students opportunities to challenge themselves. | 5.25 | 0.96 | D |
Is8 | … help(s) students acquire new skills. | 5.21 | 1.02 | Robnett et al. 2019 |
Is9 | … clarifies the skills needed to be successful in this class | 5.22 | 1.04 | Robnett et al. 2019 |
Is10 | … share(s) additional resources to help students be successful in this class. | 5.2 | 1.11 | D |
Informational support | ||||
If1 | … think(s) mistakes are okay as long as students are learning. | 5.21 | 0.99 | Midgley et al. 2000 |
If2 | … want(s) students to understand their work, not just memorize it. | 5.33 | 0.96 | Midgley et al. 2000 |
If3 | … think(s) it’s important that students engage in in-class activities to practice course content. | 5.41 | 0.85 | D |
If4 | … tell(s) students why it’s important to join in discussions and answer questions. | 5.12 | 1.09 | Midgley et al. 2000 |
If5 | … think(s) it’s important that students really understand the material. | 5.44 | 0.87 | Midgley et al. 2000 |
If6 | … emphasize(s) that making mistakes is part of learning. | 5.2 | 1.01 | D |
If7 | … push(es) students to really explore and understand ideas. | 5.16 | 1.08 | D |
If8 | … emphasize(s) the importance of improvement. | 5.23 | 1 | Midgley et al. 2000 |
If9 | … press(es) students to do thoughtful work. | 5.2 | 1.01 | Midgley et al. 2000 |