Effects of Assertive and Aggressive Communication Styles on Students’ Self-Esteem and Achievement in English Language
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The study investigated the effects of assertive and aggressive communication styles on students’ self-esteem and achievement in English language. Studies have often shown that the way a student evaluates himself/herself (self-esteem) sometimes determines their level of academic achievement. Students’ level of self-esteem could be enhanced or hindered by a number of factors which may include the communication style adopted by the teacher during classroom interaction. Hence, there is the need to conduct this study. The study adopted an expost-facto type of descriptive research design. 126 students from four purposively selected schools, and four English languages teachers participated in the study. A self-esteem questionnaire (r=0.79) and the examination scores of students were used for data collection while t-test was used for data analysis. The results indicated that there was a significant difference in the self-esteem scores of students taught by assertive and aggressive teachers in favour of the assertive group, there was a significant difference in the English language achievement of students taught by assertive and aggressive teachers in favour of the assertive group, there was also a significant difference in the English language achievement of students with high and low self-esteem. Based on these findings, it was recommended that teachers should adopt communication styles that promote positive teacher-student relationship.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it