title: Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms.
abstract: In the present study (N= 633), we examine the role of teacher credibility and teacher affinity in classrooms. We explore the relations among these two characteristics and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across high school classrooms. Results marshaled support for the notion that teacher characteristics are associated with classroom-level gains in learning outcomes. Above and beyond student-level predictors, teacher credibility (aggregated to the classroom level) was positively related to increases in knowledge across classrooms, whereas aggregated teacher affinity was positively related to an increased valuing of learning about HIV and pregnancy prevention across classrooms. Future directions and implications for practice are discussed.
authors.affiliation: Department of Educational Psychology and Philosophy, The Ohio State University, Ramseyer Hall, 29 W. Woodruff Avenue, Columbus, OH 43201, USA.
authors.forename: DeLeon L
authors.initials: DL
authors.lastname: Gray
authors.affiliation: Department of Educational Psychology and Philosophy, The Ohio State University, Ramseyer Hall, 29 W. Woodruff Avenue, Columbus, OH 43201, USA.
authors.forename: Eric M
authors.initials: EM
authors.lastname: Anderman
authors.affiliation: Department of Quantitative Research, Evaluation, and Measurement, The Ohio State University, Columbus, OH 43201, USA.
authors.forename: Ann A
authors.initials: AA
authors.lastname: O'Connell
keywords: Affinity; Credibility; HIV/Pregnancy prevention; Health education; Motivation; Social context