Year: 2009
Type: article
Study design: Observational Study
Abstract: Educational Psychology research has noted the similarities between conceptual change and persuasion.Though some researchers (e.g.Murphy & Alexander, 2004) have cut across literatures to make the case for serious scholarly dialogue on persuasion in classrooms, many facets of persuasion in the classroom remain to be explored.The present investigation (N = 633) explores the link between the persuasive characteristics of teachers (i.e.teacher affinity and teacher credibility) and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across classrooms.Results marshaled evidence for the role of persuasive characteristics in producing conceptual change in students.Above and beyond individual background characteristics, teacher credibility was positively related to increases in knowledge across classrooms, whereas teacher affinity was positively related to increases valuing of learning across classrooms.Future directions and implications for practice are discussed.iii Dedication I dedicate my work to my Heavenly Father.I also dedicate my work to my loving family.To my parents, Lisa Gray and Raymond Gray: You have pushed me to be the best I can be.I love you and I appreciate the countless sacrifices (seen and unseen) that have brought me to this point in my life.To by brother, Jamal Gray: You have taught me that I can be an example to
Author: DeLeon L. Gray
Institution: The Ohio State University
Language: English
Field: Medicine
Domain: Health Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2598389166