Статті в журналах: "Teacher-student relationships"

1

Davis, Kathryn S., and David R. Dupper. "Student-Teacher Relationships." Journal of Human Behavior in the Social Environment 9, no. 1-2 (July 7, 2004): 179–93. http://dx.doi.org/10.1300/j137v09n01_12.

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2

Toste, Jessica R., Nancy L. Heath, Carol McDonald Connor, and Peng Peng. "Reconceptualizing Teacher-Student Relationships." Elementary School Journal 116, no. 1 (September 2015): 30–48. http://dx.doi.org/10.1086/683110.

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3

Mgonda, Nkanileka Loti. "Positive teacher-student relationships." Namibia CPD Journal for Educators 6, no. 1 (May 10, 2021): 239–67. http://dx.doi.org/10.32642/ncpdje.v6i1.1562.

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This study examined methods used to promote positive teacher student relationships among student teachers in the university based teacher education in Tanzania. Guided by conceptual change theory, the study argued that proper methods are vital for student teachers to develop positive teacher-student relationships ability alongside other teaching skills. A sample of 355 student teachers and teacher educators was sampled from different subject specialisations. The study employed indepth interviews and questionnaires. The University of Dar es Salaam, with the most diversified specialisations was selected as a typical case for the study. Findings of the study revealed that faculties have always employed role modelling, educational courses, teaching practice, and subjects’ didactics courses their bottlenecks notwithstanding. Teacher educators have shown varying and contradicting positions regarding the nature of positive teacher-student relationships. These implied that there are inconsistencies in the meaning and value attached to positive teacher student relationships in teacher education. The study recommends for the reorientation and redefinition of teacher-student relationships as an entry point for maintaining consistency and mainstreaming its importance.

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4

Prewett, Sara L., David A. Bergin, and Francis L. Huang. "Student and teacher perceptions on student-teacher relationship quality: A middle school perspective." School Psychology International 40, no. 1 (November 15, 2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.

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This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support behaviors were the strongest predictors of students' views of high quality relationships with their teachers; both prosocial classroom behaviors and social-emotional support are malleable, and authors discuss implications for how teachers' behaviors shape students' positive views of their student-teacher relationships.

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5

Wang, Zhongqiang, and Li Yuan. "Teacher–student relationships and student engagement: The mediating effect of peer relationships." Social Behavior and Personality: an international journal 52, no. 5 (May 1, 2024): 13104E—13111E. http://dx.doi.org/10.2224/sbp.13104.

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Previous research has shown that teacher–student relationships influence student engagement, which, in turn, plays a key role in academic achievement. However, few studies have focused on the mechanism between the teacher–student relationship and student engagement. To address this gap in the literature, this study examined the link between teacher–student relationships and college students' engagement via the mediator of peer relationships. The sample consisted of 222 university students in Southwest China. Results of structural equation modeling showed that a positive teacher–student relationship was positively related to student engagement, and peer relationships partially mediated this relationship. Our findings will help researchers and educators to better understand the mechanism of the link between teacher–student relationships and student engagement, and provide practical suggestions for improving college students' engagement.

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6

Levering, Bas. "Disappointment in teacher-student relationships." Journal of Curriculum Studies 32, no. 1 (January 2000): 65–74. http://dx.doi.org/10.1080/002202700182853.

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7

Gehlbach, Hunter, Maureen E. Brinkworth, and Anna D. Harris. "Changes in teacher-student relationships." British Journal of Educational Psychology 82, no. 4 (December 22, 2011): 690–704. http://dx.doi.org/10.1111/j.2044-8279.2011.02058.x.

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8

Koenen, Anne-Katrien, Eleonora Vervoort, Karine Verschueren, and Jantine L. Spilt. "Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview." Journal of Psychoeducational Assessment 37, no. 7 (September 28, 2018): 874–86. http://dx.doi.org/10.1177/0734282918803033.

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Research on teacher–student relationships is mainly based on questionnaires investigating teachers’ explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers’ (implicit) mental representations of dyadic teacher–student relationships. The TRI may provide—for researchers as well as practitioners—a deeper understanding of teachers’ implicit cognitive and emotional processes elicited in teacher–student relationships, which can be useful for psychodiagnostic assessment and relationship-focused consultation with teachers. This study investigated the psychometric properties of the TRI in a special education sample of students with symptoms of attachment disorders ( N = 80). Expected interrelations of the TRI scales were found with a widely used questionnaire of teacher–student relationships, independent observations of teacher–student interactions, and teacher perceptions of student behavior.

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9

McFarland, Laura, Elizabeth Murray, and Sivanes Phillipson. "Student–teacher relationships and student self-concept: Relations with teacher and student gender." Australian Journal of Education 60, no. 1 (February 4, 2016): 5–25. http://dx.doi.org/10.1177/0004944115626426.

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10

Losh, Ainsley, Yasamin Bolourian, Geovanna Rodriguez, Abbey Eisenhower, and Jan Blacher. "Early student-teacher relationships and autism: Student perspectives and teacher concordance." Journal of Applied Developmental Psychology 79 (March 2022): 101394. http://dx.doi.org/10.1016/j.appdev.2022.101394.

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11

Hirschkorn, Mark. "Student–teacher relationships and teacher induction: Ben's story." Teacher Development 13, no. 3 (August 2009): 205–17. http://dx.doi.org/10.1080/13664530903335566.

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12

Spilt, Jantine L., Helma M. Y. Koomen, and Jochem T. Thijs. "Teacher Wellbeing: The Importance of Teacher–Student Relationships." Educational Psychology Review 23, no. 4 (July 12, 2011): 457–77. http://dx.doi.org/10.1007/s10648-011-9170-y.

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13

Edgar, Don, Grady Roberts, and Tim Murphy. "Exploring Relationships Between Teaching Efficacy and Student Teacher – Cooperating Teacher Relationships." Journal of Agricultural Education 52, no. 1 (March 1, 2011): 9–18. http://dx.doi.org/10.5032/jae.2011.01009.

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14

Wubbels, Theo. "Student perceptions of teacher–student relationships in class." International Journal of Educational Research 43, no. 1-2 (January 2005): 1–5. http://dx.doi.org/10.1016/j.ijer.2006.03.002.

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15

Adejo, Odaudu, Sunday, Adejo-Odaudu, Victoria Omomine, Danburam, Ibrahim Umar, Mshelia, Helen Jonathan, and Yusuf, Lamiriya. "Teachers’ Temperament, Teacher-Student Relationships, Teaching Method and Learning Engagement: A Moderated Mediation Analysis." International Journal of Research and Innovation in Social Science VIII, no. V (2024): 2575–86. http://dx.doi.org/10.47772/ijriss.2024.805187.

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Purpose The purpose of this study is to investigate the impact of teachers’ temperament and method of teaching on the relationship between teacher-student relationships and learning engagement of students of Taraba State University, Jalingo. Design/Approach/Method The study adopted a cross-sectional survey of 400 undergraduate students. Utilising the Hayes Process macro, we tested the moderating impact of teacher temperament on the relationship between teacher-student relationships and learning engagement. Also, we tested the mediating impact of teaching methods on teacher-student relationships and learning engagement. Findings Based on the analyses, the study found that teachers’ temperament significantly moderates the impact of teacher-student relationships on learning engagement such that low and average teachers’ temperament strengthens the positive impact of teacher-student relationships on learning engagement. Also, the study found that teacher-student relationships have a significant impact on learning engagement. But teacher-student relationships have no significant impact on teaching methods. Originality/Value This is one of a few studies on the relationships between teachers’ temperament, teacher-student relationships, teaching methods and the impact on learning engagement in Taraba State University. It provides sound basis for educational managers and policy makers to provide quality teacher education in university setting.

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16

Kavenagh, Mark, Elizabeth Freeman, and Mary Ainley. "Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship." Australian Educational and Developmental Psychologist 29, no. 1 (July 2012): 1–16. http://dx.doi.org/10.1017/edp.2012.3.

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Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.

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17

HENRY, ALASTAIR, and CECILIA THORSEN. "Teacher-Student Relationships and L2 Motivation." Modern Language Journal 102, no. 1 (January 9, 2018): 218–41. http://dx.doi.org/10.1111/modl.12446.

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18

Plaut, S. Michael. "Boundary issues in teacher-student relationships." Journal of Sex & Marital Therapy 19, no. 3 (September 1993): 210–19. http://dx.doi.org/10.1080/00926239308404906.

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19

Wubbels, Theo, Mieke Brekelmans, Tim Mainhard, Perry Den Brok, and Jan Van Tartwijk. "Teacher-student relationships and interactions as a factor in learning environments." Vernon Wall Lecture 1, no. 36 (2017): 4–34. http://dx.doi.org/10.53841/bpsvern.2017.1.36.4.

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Teacher-student relationships are an important factor in effective and supportive learning environments. This monograph introduces the origin of classroom learning environments research and then reports on findings of a research programme that studied for more than thirty years teacher-student relationships and teacher-student interactions. We summarise a dynamic systems approach to the study of teacher-student relationships and interactions and the attachment and interpersonal perspectives on the study of teaching. We introduce instruments to measure perceptions of the teacher-student relationship and interactions, and present results on the associations of teacher-student relationships and student outcomes, both cognitive and affective. After a discussion on changes in the teacher-student relationships in time, developments over the teaching career and development of relationships in the first 15 weeks in a new class, we discuss common teacher problems in the relationships with their classes. Finally we delve into the study of teacherstudent interactions that not only can be considered building blocks for the development of teacher-student relationships but are also constrained by these relationships. We report on data analyses methods for interactions, studies investigating complementarity in interactions, and influences of supportive and coercive teacher actions on teacher-student relationships in the same and consecutive lessons.This monograph is based on several earlier publications of our research group; specifically Brekelmans (2010); Den Brok, Brekelmans, & Wubbels (2006a); Wubbels, Brekelmans, Den Brok, & Van Tartwijk, (2006a); Wubbels et al. (2014); Wubbels et al. (2016) and Wubbels (2017).

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20

Fisher, Darrell, Barry Fraser, and Harry Kent. "Relationships between Teacher-Student Interpersonal Behaviour and Teacher Personality." School Psychology International 19, no. 2 (May 1998): 99–119. http://dx.doi.org/10.1177/0143034398192001.

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21

Wu, Guoqiang, and Lijin Zhang. "Longitudinal Associations between Teacher-Student Relationships and Prosocial Behavior in Adolescence: The Mediating Role of Basic Need Satisfaction." International Journal of Environmental Research and Public Health 19, no. 22 (November 11, 2022): 14840. http://dx.doi.org/10.3390/ijerph192214840.

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The quality of teacher-student relationships has been shown to relate to adolescents’ prosocial behavior, but the motivational mechanisms underlying this association remained unclear. Based on relationships motivation theory (RMT), we examined whether the associations between teacher-student relationships (closeness and conflict) and prosocial behavior are bidirectional, and the mediating role of basic psychological need satisfaction (autonomy, competence, and relatedness need satisfaction) in these links. Data were collected from a sample of 438 secondary school students who completed a survey at two-time points over eight months. The cross-lagged autoregressive model revealed that the relation between close teacher-student relationship and prosocial behavior was bidirectional over time. Moreover, relatedness need satisfaction mediated the positive effect of close teacher-student relationship and the negative effect of teacher-student relationship conflict on adolescents’ prosocial behavior. This study highlights the importance of close teacher-student relationship and relatedness need satisfaction to foster adolescents’ prosocial behavior.

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22

Bogdanova, Yulia Vasilevna. "IMPACT OF TEACHER-STUDENT AND STUDENT-STUDENT RELATIONSHIPS ON STUDENT SOCIAL ENGAGEMENT." Наука XXI века: актуальные направления развития, no. 1-1 (2021): 146–49. http://dx.doi.org/10.46554/sciencexxi-2021.02-1.1-pp.146.

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23

Duong, Mylien T., Michael D. Pullmann, Joanne Buntain-Ricklefs, Kristine Lee, Katherine S. Benjamin, Lillian Nguyen, and Clayton R. Cook. "Brief teacher training improves student behavior and student–teacher relationships in middle school." School Psychology 34, no. 2 (March 2019): 212–21. http://dx.doi.org/10.1037/spq0000296.

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24

Maulana, R., M. C. J. L. Opdenakker, P. den Brok, and R. J. Bosker. "Teacher–student interpersonal relationships in Indonesian lower secondary education: Teacher and student perceptions." Learning Environments Research 15, no. 2 (July 2012): 251–71. http://dx.doi.org/10.1007/s10984-012-9113-7.

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25

GÖKTAŞ, Erkan, and Metin KAYA. "The Effects of Teacher Relationships on Student Academic Achievement: A Second Order Meta-Analysis." Participatory Educational Research 10, no. 1 (January 30, 2023): 275–89. http://dx.doi.org/10.17275/per.23.15.10.1.

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This study aims to determine the correlational effect sizes between teacher relationships and student academic achievement. Teacher relationships were categorized as intrapersonal and interpersonal relationship types. Intrapersonal and interpersonal relationships are directed at different individuals. Intrapersonal relations refer to the inner life and thoughts of a teacher which are effective on the way of teaching and human relations. Interpersonal relations refer to social links between a teacher and the other people of the school community. The method of the study is second order meta-analysis. In this method, effect sizes of the first order meta-analyses are combined to get an average effect size score. Totally, 17 eligible first order meta-analyses are included in the study. The findings indicate that the correlational effect size between a positive teacher intrapersonal relationship and student academic achievement is positively small, positive teacher student relationship and student academic achievement is positively medium, a positive teacher school community relationship and student academic achievement is positively at a very large level. Also, correlational effect size representing a negative teacher intrapersonal relationship and student academic achievement is negatively medium, a negative teacher student relationship and student academic achievement is negatively small. As for moderator analyses, the variance of the effect sizes is statistically significant according to the positive relationship types and the publication types. In light of the findings some suggestions were made to improve teacher and school community relations that may help teachers and students to be more successful.

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26

Wang, Sandy I. Ching, and Eric Zhi Feng Liu. "Evaluation of Teacher-Student Interaction." International Journal of Distance Education Technologies 22, no. 1 (July 19, 2024): 1–15. http://dx.doi.org/10.4018/ijdet.347216.

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Driving Taiwan's digital revolution, the DIGI Plus 2017-2025 policy, a cornerstone of the Smart Nation 2025 initiative (Executive Yuan, 2021), prioritized rural empowerment in education amidst COVID-19 challenges. In this study, the authors explored the impact of teacher-student relationships in remote teaching, emphasizing the critical role of high-quality connections transcending geographical boundaries. The authors identified factors influencing these relationships, such as interaction levels and student autonomy, and discussed the concept of transactional distance, a psychological gap due to spatial separation. Proposing face-to-face interaction activities, the authors conducted a survey involving 175 university students (e-tutors), revealing positive changes in teacher-student interaction post face-to-face activities. The authors' recommendations include continued activities, alignment with school calendars, and comprehensive e-tutor training for improved relationships.

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27

Richardson, Greer, Deborah Yost, Thomas Conway, Allison Magagnosc, and Alana Mellor. "Using Instructional Coaching to Support Student Teacher-Cooperating Teacher Relationships." Action in Teacher Education 42, no. 3 (August 7, 2019): 271–89. http://dx.doi.org/10.1080/01626620.2019.1649744.

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28

Zukorlić, Mirsada, and Slobodan Pavlović. "Student-teacher interaction." Zbornik radova Pedagoskog fakulteta Uzice, no. 25 (2023): 183–98. http://dx.doi.org/10.5937/zrpfu2325159z.

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The paper presents the results of a theoretical analysis of pedagogical work in school as an interactive process. An important aspect of interaction is that it is a process in which one individual influences the behavior of another. In pedagogical communication, such influences are more pronounced and are directed towards the development of personality, with the ties between the subjects of the educational process being solid and strong. That is why education is defined as a kind of interaction between teachers and students. The paper discusses the implications of certain aspects of interaction - teaching, leadership or support for student autonomy and socio-emotional relationships - for the teaching outcomes. Accordingly, emphasis is placed on the conditions which need to be provided in order for the highest level of interaction to be achieved between the main actors in the teaching process - students and teachers.

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Reis, Felipe Aurélio dos, and Josafá Moreira da Cunha. "Student-Teacher Relationships and Human Flourishing: Preliminary Findings from Brazil." Advances in Research 24, no. 6 (November 15, 2023): 205–12. http://dx.doi.org/10.9734/air/2023/v24i61002.

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Background: Education's role in holistic student development, including enhancing their socio-emotional skills and well-being, is widely recognized. Brazil has incorporated these skills into its curriculum, emphasizing a positive school environment. The quality of student-teacher relationships plays a vital role in students' flourishing, but there is limited evidence on these processes in majority-world contexts such as Brazil. Objective: This study examines the association between student-teacher relationships and human flourishing among Brazilian adolescents. Methods: Data from 2,760 adolescents enrolled in vocational high schools in Brazil is used. The Diener's Flourishing Scale (2009) and a teacher-student relationship measure were used. Hierarchical regression analysis examined age, gender, and student-teacher relationships as predictors of flourishing. Results: Boys exhibited slightly higher flourishing than girls. The quality of teacher-student relationships significantly contributed to flourishing, explaining an additional 9% of variance above and beyond the effects of age and gender. Conclusion: This study underscores the significance of teacher-student relationships for well-being in a majority-world context. Gender differences were noted, with boys reporting higher flourishing. The results suggest the need for further research to refine educational practices that promote student thriving.

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30

E. Smith, Brian. "Enhancing Motivation through Student-teacher Facebook Relationships." PEOPLE: International Journal of Social Sciences 1, no. 1 (May 29, 2017): 34–41. http://dx.doi.org/10.20319/pijss.2015.11.3441.

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31

Schiewer, T. "Teacher-Student Relationships: A Model of Hospitality." Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture 13, no. 3 (September 9, 2013): 544–48. http://dx.doi.org/10.1215/15314200-2266450.

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32

Greene Nolan, Hillary l. "Rethinking the Grammar of Student-Teacher Relationships." American Journal of Education 126, no. 4 (August 1, 2020): 549–72. http://dx.doi.org/10.1086/709546.

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33

Gagnon, Sandra Glover, Timothy J. Huelsman, Pamela Kidder-Ashley, and Ashley Lewis. "Preschool Student–Teacher Relationships and Teaching Stress." Early Childhood Education Journal 47, no. 2 (October 9, 2018): 217–25. http://dx.doi.org/10.1007/s10643-018-0920-z.

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34

Shores, Melanie L., and Kelli Smith. "Examining teacher-student relationships in middle schools." School Science and Mathematics 118, no. 5 (March 30, 2018): 141–43. http://dx.doi.org/10.1111/ssm.12280.

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35

Brekelmans, Mieke, Theo Wubbels, and Jan van Tartwijk. "Teacher–student relationships across the teaching career." International Journal of Educational Research 43, no. 1-2 (January 2005): 55–71. http://dx.doi.org/10.1016/j.ijer.2006.03.006.

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Siburian, Naomi Sonya Fitri, and Siane Indriani. "POSITIVE TEACHER-STUDENT RELATIONSHIPS FOR EFFECTIVE LEARNING." Polyglot: Jurnal Ilmiah 20, no. 1 (January 30, 2024): 44. http://dx.doi.org/10.19166/pji.v20i1.7667.

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<div class="speechify-ipvczq">The distance between teacher and students can affect students’ performance in the teaching and learning process. On the other hand, a Christian teacher as an agent of reconciliation should build a positive relationship with the students by showing love and caring as God does it first to us. Thus, this paper aims to know the importance and the possible ways of creating a positive teacher-student relationship for effective learning. Through the literature review, the writer found that a positive teacher-student relationship has impacted students’ performance, by which they will be more confident and motivated to participate in the learning process. Hence, the teacher must be flexible and be able to select the most suitable ways to build a positive relationship. It is recommended for the next researcher to find ways to embed the boundaries amid positive relationships. Bahasa Indonesia AbstrakJarak antara guru dengan siswa dapat mempengaruhi prestasi siswa dalam proses belajar mengajar. Di sisi lain, seorang guru Kristen sebagai agen rekonsiliasi harus membangun hubungan guru-siswa yang positif melalui tindakan kasih dan kepedulian seperti yang telah Allah lakukan lebih dahulu. Oleh karena itu, makalah ini bertujuan untuk mengetahui pentingnya dan cara-cara yang memungkinkan untuk menciptakan relasi guru-siswa yang positif. Melalui kajian literatur, penulis menemukan bahwa relasi ini memberikan dampak bagi prestasi siwa, dimana mereka lebih percaya diri dan termotivasi untuk berpartisipasi dalam proses pembelajaran. Maka, guru Kristen harus mampu untuk menjadi fleksibel dan mampu untuk memilih mana cara yang paling tepat dan cara yang harus dihindari dalam membangun relasi guru-siswa yang positif. Disarankan kepada peneliti selanjutnya untuk menemukan bagaimana cara menanamkan batasan di tengah-tengah relasi yang positif.</div>

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37

Fan, Mengqi. "The Influence of Teacher-Student Relationships on Learning Motivation of Elementary School Students." Journal of Education and Educational Research 5, no. 3 (October 27, 2023): 63–66. http://dx.doi.org/10.54097/jeer.v5i3.13321.

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In this study, the influence of teacher-student relationship on learning motivation of primary school students was investigated by using the teacher-student relationship questionnaire and the learning self-regulation scale, and the third- and fourth-grade students of four elementary school in Hangzhou were selected through multi-stage sampling. The results show that: (1) Teacher-student relationship has a significant effect on students' learning motivation and has a certain positive predictive effect on it. (2) From the perspective of intermediate elementary school students, student gender had no significant effect on teacher-student relationships and motivation; student age had a significant effect on both and positively predicted them. (3) Interviews revealed that teachers' teaching concepts and attitudes have an impact on students' perceived teacher-student relationships and their motivation to learn, and that students' academic situations have a positive impact on students' motivation to learn.

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38

Blacher, Jan, Bruce L. Baker, and Abbey S. Eisenhower. "Student–Teacher Relationship Stability Across Early School Years for Children With Intellectual Disability or Typical Development." American Journal on Intellectual and Developmental Disabilities 114, no. 5 (September 1, 2009): 322–39. http://dx.doi.org/10.1352/1944-7558-114.5.322.

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Abstract Student–teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6–8 years. Student–teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these relationships were poorer for children with intellectual disability. Child behavior problems consistently predicted more conflict, whereas social skills predicted more closeness. Accounting for these child characteristics reduced the status group difference to nonsignificance. Earlier student–teacher relationships predicted subsequent changes in child behavior problems and social skills. Student–teacher relationships in the intellectual disability group were significantly lower for children in regular than special classes by age 8.

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Scales, Peter C., Kent Pekel, Jenna Sethi, Rachel Chamberlain, and Martin Van Boekel. "Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students’ Motivation: A Mixed Methods Study." Journal of Early Adolescence 40, no. 4 (July 16, 2019): 499–536. http://dx.doi.org/10.1177/0272431619858414.

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Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships had some positive effects on students’ grade point averages (GPAs) but they varied by school as well as by aspect of the relationship measured. No differences by poverty status were seen in any of these results. Student focus groups yielded additional understanding of the actions and mechanisms through which student-teacher relationships improve. Results of this study suggest that if individual educators and entire school communities focus on strengthening student-teacher relationships, significant improvements can be made in students’ motivation, engagement, and performance.

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Haldimann, Manuela, Julia Morinaj, and Tina Hascher. "The Role of Dyadic Teacher–Student Relationships for Primary School Teachers’ Well-Being." International Journal of Environmental Research and Public Health 20, no. 5 (February 24, 2023): 4053. http://dx.doi.org/10.3390/ijerph20054053.

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Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Previous research identified social relationships in school as a crucial source of teacher well-being. However, studies investigating the role of teacher–student relationships as a determining factor for teacher well-being are still scarce. This study takes a qualitative approach toward investigating the role of dyadic teacher–student relationships in teacher well-being. We analyzed twenty-six semi-structured interviews with Swiss primary school teachers, using a qualitative content analysis. The results showed that dyadic teacher–student relationships played an important to a very important role in the everyday life of teachers and were a source of both positive and negative emotions, cognitions, and physical sensations. The quality of the dyadic teacher–student relationship was reflected in the social–emotional competence of both teachers and students. Conflicts were not necessarily inhibiting teacher well-being. The findings of this study can be used to inform teacher-training institutions, as well as authorities, on how to support teachers in building relationships with their students and, in turn, foster their well-being.

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Chu, Tian. "Teacher and family support, teacher–student relationship, and psychological capital in online learning: A moderated mediation model." Social Behavior and Personality: an international journal 52, no. 5 (May 1, 2024): 13061E—13071E. http://dx.doi.org/10.2224/sbp.13061.

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This research examined the impact of teacher support on students' psychological capital during the process of online learning, and investigated the mediating effect of the teacher–student relationship and the moderating role of family support. For this purpose, 577 junior high school students in China completed a survey. The findings revealed a positive relationship between teacher support and students' psychological capital. Moreover, teacher–student relationships mediated the influence of teacher support on students' psychological capital. Furthermore, family support moderated the link between teacher support and teacher–student relationships. These results have practical implications for guiding teachers' efforts in the online learning environment, facilitating teacher support, and providing more effective assistance to students who have little family support.

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Xu, Yuan, Qi Zhu, and Yueyang Chen. "Teacher–student relationships and college students' psychological well-being: The mediating role of supportive school climate." Social Behavior and Personality: an international journal 52, no. 2 (February 7, 2024): 1–8. http://dx.doi.org/10.2224/sbp.1298.

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A quality teacher–student relationship facilitates students' psychological wellbeing, but the mechanism underlying this relationship remains unclear. To address this issue, we investigated the role of a supportive school climate in the link between teacher–student relationships and college students' psychological well-being. We used a paper-based questionnaire to collect data from 318 students enrolled in three universities in west China, and used Amos 22.0 software to establish a structural equation model. The results indicated there was a significant positive link between teacher–student relationships and students' psychological well-being, and that supportive school climate partially mediated this link. This study extends the conclusions of prior research and provides new insights into how teacher–student relationships affect the psychological well-being of college students.

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Vélez Rendón, Gloria. "Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 7. http://dx.doi.org/10.14483/22487085.179.

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The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and Rand, Ch., 1996; Weber Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue’s struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers’ expectations on the other hand. The implications of the study are discussed.

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Bear, George G., Chunyan Yang, Joseph Glutting, Xishan Huang, Xianyou He, Wei Zhang, and Dandan Chen. "Understanding Teacher-Student Relationships, Student-Student Relationships, and Conduct Problems in China and the United States." International Journal of School & Educational Psychology 2, no. 4 (October 2, 2014): 247–60. http://dx.doi.org/10.1080/21683603.2014.883342.

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Cai, Linna. "The Impact of Teacher-student Relationships on Academic Engagement in Chinese High Schools." Journal of Education, Humanities and Social Sciences 24 (December 31, 2023): 242–48. http://dx.doi.org/10.54097/z3rssn57.

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"Teacher-student relationship and academic engagement" have always been important parts of research. Nevertheless, for Chinese high school students, teacher-student relationships can influence on their academic engagement importantly. The research results indicate that teacher-student rapport significantly enhances the academic engagement of Chinese high school students. Based on the findings, the researcher encourages teachers to pay more attention to marginalized students in the classroom. As there are many external influences in the study, such as class size, family background, and psychological factors. Through the interviews, class size was the main reason why not every student was able to establish a positive teacher-student relationship. Because it holds the limitations of classroom size, a 45-minute classroom makes it difficult for teachers to focus on every student. Policy makers need to reduce classroom size is the key to solving the problem. In summary, this study provides important insights into the impact of teacher-student relationships on Chinese high school students' academic engagement.

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46

Bennett, Gabrielle, Zachary Wahl-Alexander,, and Jenn M. Jacobs. "Developing Positive Relationships: Strategies for Building Strong Teacher/Student Relationships." Strategies 36, no. 4 (July 4, 2023): 22–26. http://dx.doi.org/10.1080/08924562.2023.2221710.

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47

Hershkovizt, Arnon, and Alona Forkosh-Baruch. "Teacher-student relationship and Facebook-mediated communication: Student perceptions." Comunicar 25, no. 53 (October 1, 2017): 91–101. http://dx.doi.org/10.3916/c53-2017-09.

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Studentteacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between studentteacher relationship and studentteacher Facebookmediated communication. The study included Israeli middle and highschool students, ages 1219 years old (n=667). Studentteacher relationships were compared between subgroups of students, based on their type of Facebook connection to their teachers (or the lack of such a connection); their attitudes towards a policy that prohibits Facebook connection with teachers; and their perceptions of using Facebook for learning. Regarding students' attitudes towards banning studentteacher communication via SNS and towards using Facebook for learning, we found significant differences between three groups of students: those who do not want to connect with their teachers on Facebook, those who are connected with a teacher of theirs on Facebook, and those who are not connected with a teacher of theirs but wish to connect. Also, we found significant associations between studentteacher relationship and studentteacher Facebookmediated communication. We argue that in the case of studentteacher Facebookmediated communication, there is a gap between students' expectations and inpractice experience. The key to closing this gap lies in both policy and effective implementation. La relación profesoralumno es crucial para un aprendizaje y una enseñanza exitosos. Actualmente, la comunicación entre alumnos y profesores –factor esencial que facilita estas relaciones– sucede a través de las redes sociales. En la presente investigación examinamos las asociaciones entre la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por las redes sociales. La muestra incluyó a alumnos israelíes de educación media y secundaria de 1219 años de edad (n=667). Se comparó la relación alumnoprofesor entre subgrupos de alumnos de acuerdo al tipo de conexión con sus profesores en Facebook (o la falta de conexión), sus actitudes hacia la prohibición de conexión por Facebook con los profesores, y sus percepciones acerca del uso de Facebook para el aprendizaje. Con respecto a las actitudes de los alumnos en relación a la prohibición de comunicación alumnoprofesor vía redes sociales, así como el uso del Facebook para estudiar, encontramos diferencias significativas en tres grupos de alumnos: aquellos que no se interesan por conectarse con sus profesores en Facebook, aquellos que se conectan con sus profesores en Facebook, y aquellos que no están conectados con sus profesores, pero que desean hacerlo. Encontramos asociaciones significativas en la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por Facebook. En esta última existe una brecha entre las expectativas del alumno y la experiencia práctica. La clave para cerrar esa brecha se basa en las normas y la implementación efectiva.

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Kim, Jinhee, and Junyeop Kim. "Exploring the Influential Factors of Teacher-student Relationship based on Random Forest Regression and Interpretation using SHAP." Korean Society for Educational Evaluation 35, no. 3 (September 30, 2022): 409–37. http://dx.doi.org/10.31158/jeev.2022.35.3.409.

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The purpose of this study is to explore factors affecting the teacher-student relationship of middle and high school first grade students. It was intended to provide information for improving the teacher-student relationship through the analysis results. This study performed random forest regression analysis using GEPS data. The subjects of this study were 5,586 middle school students and 5,348 high school students. The explanatory variables used in the analysis were 478 items in middle school and 499 items in high school. 24 major factors were derived using SHAP value. The result is as follows: First, the main factors that influenced teacher-student relationships in the first grade of middle school were ‘school satisfaction’, ‘friendship relationship’, ‘teacher’s passion’, ‘teacher’s teaching ability’, ‘teacher’s teaching method’, ‘vacation life’, and ‘parent attachment-trust’. Second, the main factors that influenced teacher-student relationships in the first grade of high school were ‘school satisfaction’, ‘friendship relationship’, ‘teacher’s passion’, ‘teacher’s teaching method’, ‘self-esteem’, and ‘parent attachment-trust’. School satisfaction(8 items), peer relationship(6 items), teacher passion(1 item) and parent attachment-trust(1 item) were the same influencing factors, but the contribution of each question was different depending on the school level. Schools need to approach improving teacher- student relationships considering the results of the study.

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Yang, Jiaqi, Yuze Deng, and Yehui Wang. "Reciprocal Associations among Social–Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School." Behavioral Sciences 13, no. 11 (November 12, 2023): 922. http://dx.doi.org/10.3390/bs13110922.

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The study aimed to examine the reciprocal associations among social–emotional competence (SEC), interpersonal relationships (including teacher–student relationships and peer relationships) and academic achievements in reading, mathematics and science of primary school students. The Chinese versions of the Delaware Social and Emotional Competency Scale, Teacher–student Relationship Scale, Peer-nomination method and Academic Achievement Tests were used to measure students’ SEC, teacher–student relationships, peer relationships (including social preference (SP) and social impact (SI)) and academic achievements, respectively. In total, 3995 fourth-grade students participated in the first survey, and 2789 of them were tracked in the follow-up survey two years later. Structural equation modelling was employed to investigate the cross-lagged relationships among the variables across time. The results showed the reciprocal associations between SEC with academic achievements and teacher–student relationships, as well as between academic achievements with SP and teacher–student relationships. Moreover, variations in these reciprocal associations were observed across the subjects of reading, mathematics and science. In summary, this study offers new insights for enhancing students’ SEC, interpersonal relationships and academic achievements, and implications for future subject-specific education can be derived by considering the complex interplay in the subjects of reading, mathematics and science.

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Yusuf, Ode Yahyu Herliany, Devi Andrianti, Lilis Endriani, Irlika Taunar, Salmia Salmia, Rusiana Rusiana, and Rustia Rustia. "Teacher Behavior that Fosters Positive Relationships Between Teachers and Students." JETISH: Journal of Education Technology Information Social Sciences and Health 2, no. 1 (March 29, 2023): 587–91. http://dx.doi.org/10.57235/jetish.v2i1.419.

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Being a teacher is not an easy job, one of the things that a teacher needs to do is to be able to build a positive relationship between teacher and student, this is the purpose of this research which is to find out how to better build good relationships and make a good response in order to produce a positive relationship between teacher and student. Data from this study was sourced from books and electronic scientific articles. With data collection techniques using content analysis research techniques with the aim of helping teachers in building good relationships or positive relationships and building a good image of teachers in the student environment. In addition, it is one of the considerations in the benchmark of how to behave and how to respond to students so that positive relationships can be built between teachers and students.

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