Fostering Students' Well-Being: The Mediating Role of Teacher Interpersonal Behavior and Student-Teacher Relationships.

Fang Zheng

doi:10.3389/fpsyg.2021.796728

Abstract

Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the function of teachers has got specific consideration regarding students’ well-being, given the merits of teacher-student interactions. High-quality educator-learner relationships offer a support base for long-term learners’ education. Educator interpersonal behavior that makes learners feel supported and cared for is known as emotional support. These behaviors can help learners’ emotional and social needs; meet learners’ families, and being available when learners need additional help. This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students’ well-being. As a final point, this review can provide suggestions and recommendations for teaching participants in the scholastic context.

Highlights

With the arrival of positive psychology (PP), a relatively new subdivision of general psychology, studies have greatly emphasized the strengths, assets, and capabilities of individuals that lead to ultimate functioning and with this move, the focus has shifted from illness to wellness (Seligman, 2011)
The educator-learner relationship mirrors the closeness that results from an interaction between the two that is generally defined by mutual respect, trust, warmth, and little conflict (Aldrup et al, 2018)
Possessiveness and overdependence on an educator are known as dependency and are believed to decrease learners’ consideration of the school setting and other societal connections (García-Moya, 2020)

Summary

INTRODUCTION

With the arrival of positive psychology (PP), a relatively new subdivision of general psychology, studies have greatly emphasized the strengths, assets, and capabilities of individuals that lead to ultimate functioning and with this move, the focus has shifted from illness to wellness (Seligman, 2011). Proximity, stroke, credibility, affirmation, clearness, interpersonal friendship to learners, hilarity, and compliment are examples of positive communication behavior on the part of the teacher (Frisby, 2019) All of these behaviors encourage and stimulate successful interactions between educators and learners, resulting in a lively classroom, and satisfy students’ need for emotional and interpersonal support (Pishghadam et al, 2021). The educator-learner relationship mirrors the closeness that results from an interaction between the two that is generally defined by mutual respect, trust, warmth, and little conflict (Aldrup et al, 2018) This relationship is critical to learner development as it makes learners feel safe and connected to their educators, makes them feel valued and supported by their educators, and motivates them to achieve positive results from learning in the cognitive, affective, and behavioral fields (Kunter et al, 2013). The above-mentioned issue has been inspected in countless situations and regions, based on the researcher’s information, on the one hand, in comparison with educators’ well-being, learners’ well-being is a less explored topic and on the other hand, teacher behavior and student-teacher relation have undergone an unexplored part expecting additional investigation

REVIEWING THE RELATED LITERATURE

IMPLICATIONS AND FUTURE DIRECTIONS