Good Teacher-student Relationship Research Articles

Research On the Trends and Obstacles of The Development of Teacher-Student Relations in Universities Under the Background of Artificial Intelligence

The emergence and continuous iteration and upgrading of artificial intelligence technology have had a significant impact on the field of education. In the field of higher education, the relationship between teachers and students is the most fundamental. A good teacher-student relationship not only affects the effectiveness of educational activities but also affects the personality development and psychological status of students. Therefore, in the context of artificial intelligence, the issue of how to develop the relationship between teachers and students in universities has received widespread attention. Starting from the practical challenges faced by teaching-learning, ethics, and emotional relationships between teachers and students in universities, this article analyzes the need to promote the transformation and upgrading of teacher-student relationships. Based on this, this article proposes to strengthen the subjectivity of teachers and students, pursue higher levels of emotional interaction, and at the same time, abandon knowledge authority, and common beliefs, and pay attention to the individual needs of students.

Strategies for Motivating Students in College English Classroom Teaching

In the context of increasing globalization, the quality of English teaching, as an international lingua franca, directly affects students' overall quality and international competitiveness. By analyzing the current state of college English classroom teaching, this paper explores effective strategies to motivate students and evaluates the implementation effects of these strategies. The study finds that establishing good teacher-student relationships, applying diverse teaching methods, creating engaging classroom environments, providing effective learning feedback, and utilizing multimedia technologies and resources can significantly enhance students' motivation and learning outcomes. This research provides theoretical support and practical guidance for the reform of college English teaching.

Classroom Management Problems Faced by English Education Students at Faculty of Teacher Training and Education University of Mataram Undertaking the Campus Teaching Program

This study addresses the challenges English Education students face in developing relationships, motivation, and engaging instruction in English classes. The research design is descriptive qualitative research, and the data collection methods include observation sheets, interviews, and document analysis. The study participants are five students who participated in the Kampus Mengajar or Campus Teaching (KM) program at University of Mataram and seek to identify the problems they encounter in classroom management, how they solve them, and how well they manage their classrooms. The result of both observation and interview founded that there are included six problems faced by KM-5 students during teaching practice i.e., (1) Naughty students, (2) Underestimate the teacher, (3) Hyper active students, (4) Passive students in learning activities, (5) Crowded classes and (6) Bored students. The efforts given by the KM students in dealing with the problems are building good teacher-student relationships, making the lesson more attractive, giving a small gift to catch students' attention, giving word motivation, changing students' seat positions, and making some games related to the topic discussion. The results highlight the need for further support and development opportunities for student teachers to enhance their classroom management skills and teaching practice.

Effects of Peer-victimization on High School Students' Mental Health: Examining the Moderating Role of Teacher-student Relationship

Interpersonal relationship issues are one of the main factors affecting adolescent mental health, with peer-victimization attracting significant attention due to its widespread negative impact. This research investigates the impact of peer-victimization on psychological symptoms among high school students and assesses the moderating influence of teacher-student relationships. 337 high school students completed a questionnaire consisting of the Peer-Victimization Scale, the Teacher-Student Relationship Questionnaire, and the Chinese Adolescent Mental Health Scale. The results revealed that peer-victimization is significantly positively correlated with psychological symptoms in high school students. Furthermore, teacher-student relationships were found to weaken peer-victimization’s negative effect on psychological symptoms. When high school students under peer-victimization, a good teacher-student relationship can provide protection.

基于情感教育的高校思政课程实践研究

This paper takes the teaching practice strategy of ideological and political courses in colleges and universities based on emotional education as the research goal, and uses the method of experience summary and exploratory research to carry out in-depth analysis. Firstly, it summarizes the application value of emotional education in ideological and political courses in colleges and universities, including strengthening students' learning motivation, improving students’ understanding ability, promoting students' moral quality, and assisting ideological and political teaching reform. Secondly, it specifically analyzes the status quo, problems and causes of emotional education in ideological and political courses in colleges and universities. The main problems include the formalization of ideological and political education, the lack of emotional education cognition of students and the lack of emotional education awareness of teachers. The reasons are mainly analyzed from the aspects of teachers' ability, social environment and teaching forms. Finally, it puts forward some teaching reform strategies, such as improving teachers’ emotional accomplishment, stimulating students’ sense of responsibility, building good teacher-student relationship and creating sincere emotional atmosphere.

Research and Practice of Intelligent Improvement Strategies for Teacher-Student Relationships Toward Educational Community

Abstract A good teacher-student relationship is an important part of the educational community and a symbol of spiritual civilization. Effective teaching in the classroom requires even better communication and interactive actions between teachers and students, and measures to improve teacher-student relationships are proposed for the sake of classroom teaching. In this paper, an adaptive learning system based on cognitive diagnosis is constructed, which utilizes the DINA cognitive diagnosis model to obtain the learner’s cognitive structure, perceive the changes in the student’s cognitive structure in real time, and allow the learning task to make adaptive adjustments. The K-means clustering algorithm randomly selects the number of K objects as the center of mass for the initial clustering, and after the output of clustering and layering results, the students will be classified according to the categorization of the student’s learning needs. The students are divided into three groups that are similar within the group. By doing this, the learning task becomes adaptive, and appropriate learning tasks are adjusted for different levels of learners. Most of them believe that the adaptive learning system can help learners improve their learning efficiency and are very satisfied with the effectiveness of the system. The proportion of teachers who were satisfied with overall perception reached 89.1%, and the proportion of students who were satisfied was also high. The overall perceived effect of the improved teacher-student relationship is excellent, suggesting that the adaptive learning system can effectively improve the teacher-student relationship.

The Relationship Between Teacher-Student Relationship and Adolescent Emotional Intelligence: A Chain-Mediated Mediation Model of Openness and Empathy.

As the role of emotional intelligence has been increasingly explored, researchers generally agree that emotional intelligence is a better predictor of individual success. And fortunately, emotional intelligence is somewhat easily shaped. Schools are important microsites for the shaping of an individual's emotional intelligence. Good teacher-student relationship contribute to the shaping and development of students' emotional intelligence. Based on the theory of developmental contextualism, the current study aims to identify the relationship between good teacher-student relationship and students' emotional intelligence, and the mediating roles of students' openness and emotional intelligence. In this study, a total of 352 adolescents (11-15 years old) from two schools were surveyed using the teacher-student relationship scale, big five inventory openness subscale, and emotional intelligence scale. Teacher-student relationship were positively correlated with students' openness, empathy, and emotional intelligence. Teacher-student relationship positively predicted students' emotional intelligence; students' openness and empathy played a fully mediating role in teacher-student relationship and emotional intelligence. The closeness and supportiveness of the teacher-student relationship were positively related to students' openness, empathy, and emotional intelligence were positively correlated.

A Study on The Professional Development of Pre-service Teachers through Collaborative Mentorship in Educational Practicum Courses

<p>「教學實習課程協同師徒制」課程是將「協同教學」及「師徒制」兩概念結合於教學實習課程，由實習教學教授及實習教學教師協同教學，而實習教學教師與師資生則為師徒關係，以師徒制進行此課程。本研究以參與此課程之41位師資生、6位實習教學教師及2位實習教學教授為研究對象，使用半結構式訪談法及文件分析法，歸納「教學實習課程協同師徒制」之運作模式，以及探究師資生在該課程中之專業成長。結果顯示：一、實習課程包含「課室內」及「課室外」課程，課室內課程包含基礎觀念建立、教學準備、省思與檢討；課室外課程包含三循環教學和集中實習。二、師資生在教學技巧之專業成長為：瞭解教學活動必須呼應教學目標及結合學生生活經驗，並能妥善運用引導討論、合作學習、溝通表達及教學媒體等教學技巧，最終以多元評量分析學生學習成果；師資生在班級經營之專業成長為：師資生能制定合宜的班級規範及獎勵制度、習得建立良善的親師生關係之技巧，並以適性輔導化解突發狀況。因此，「教學實習課程協同師徒制」確能有助於師資生在教學技巧及班級經營上之專業成長。</p> <p> </p><p>The “Co-mentorship in the Educational Practicum” Course is a course which combines the concepts of team teaching and mentoring into the teaching practice. The teaching practice courses are jointly taught by the practicum course professors and the practicum course teachers. The teachers and the pre-service teachers form a mentoring relationship and, conduct this course on a mentoring basis. In this study, 41 pre-service teachers, six practicum course teachers, and two practicum course professors participated in the Co-mentorship in the Educational Practicum Course. This study summarized the operation model of the “Co-mentorship in the Educational Practicum” Course through semi-structured interviews and document analysis. It also investigated the professional growth of the pre-service teachers in this course. The results show that: 1. He internship course consists of two parts, in-classroom and out-of-classroom. The former establishes the basic concept, teaching preparation, reflection and review; while the latter offers three-cycle teaching and intensive practice. 2. The professional growth results of pre-service teachers in teaching skills are as follows. They understood that the teaching activities should map the teaching objectives and integrate students’ living experiences. In these activities, they were able to properly use various teaching skills, such as guided discussions, cooperative learning, communication, and teaching media, and then, analyze student learning outcomes through multi-evaluations. In terms of the professional growth of pre-service teachers in class management competency, they established appropriate class policies and set up reward systems. In addition, they learned the skills required to build good teacher-student relationship and to deal with emergencies through adaptive counseling. Therefore, the “Co-mentorship in the Educational Practicum” Course can indeed promote the professional development of pre-service teachers in both teaching skills and class management.</p> <p> </p>

Discussion on the Academic Guidance Strategy Based on the Students’ Personalities under the Undergraduate Tutor System

Undergraduate tutorial system is an educational mode being implemented by many universities in China. Under the tutorial system, there is a theoretical value and practical significance to explore the guiding strategy based on the personalities of college students.The authors give three guidance advises through the theoretical studies and the experiences of undergraduate tutors; The first is to establish a good teacher-student relationship, the second is to provide a speciality guidance based on the personalities and academic background, and the third is to guide the students’ personality cultivation . When the tutors apply and adjust the guidance strategy in the communication with the students, the students’ comprehensive qualities and abilities can be enhanced, and the tutors’ own scientific research and teaching level can be improved.

The Impact of Teaching-Learning on Electronic Platforms: A Cross Sectional Survey On Medical Students

Background E-learning is one of the emerging trends in education. In the present fast-pacing world we must evaluate the quality of education our students are receiving via E-learning. Education is not a monotonous work done by the teacher or tutor alone. It is about our fellow learners and how effectively they are grasping the course content recalling it and performing the tasks. For medical students it is a great challenge since they need clinical hands-on practice. In the present days even differently-abled students are having an equal right to education.Aim This study was conducted to discuss the challenges faced by the students and the suggestions received from the learners on how to improve the E-learning. This will help us all build a highly efficient future generation.Method A small sample survey was conducted among the medical students of India and abroad. Results The survey revealed beneficial effects of E-learning on performance improvement motivation and also highlighted the challenges from the learners perspective. Students shared their perspective on E-learning which can be utilized to create an adaptive learning environment with minimal challenges.Conclusion E-learning is one of the emerging trends in education worldwide especially during this pandemic. As per the survey we could notice the challenges and acceptance levels of students. E-learning can be beneficial for a good teacher-student relationship if the technical aspects and accessibility can be managed.nbsp

The Relationship Between Chinese EFL Learners’ L2 Motivational Self System and Willingness to Communicate

This study explores the relationships between the L2 motivational self system (L2MSS)—Ideal self, Ought-to self, and Learning experience—and the willingness to communicate (WTC) based on the results of a questionnaire survey of 120 freshmen from English majors (English, Business English, Translation). The results demonstrate that: (1) in the L2MSS, the ideal self has the greatest mean of 3.83, and the WTC has a mean of 3.74. Overall, each value is in the upper-middle range. (2) The ideal self, the ought-to self, and the learning experience are positively correlated with the WTC in a significant way, among which the correlation coefficient of the learning experience is the largest one, being 0.593. (3) In the L2MSS, the ideal self and the learning experience can significantly predict the learners’ WTC. The study suggests that it may be more effective in motivating students’ WTC if teachers can guide students to establish a positive ideal self and build a good teacher-student relationship in the teaching process.

Research on affective cognitive education and teacher-student relationship based on deep neural network.

Since entering the new century, People’s living standards are constantly improving, with the continuous improvement of living conditions, people are becoming more and more important in education, which is the embodiment of the enhancement of national strength. The education level is getting higher and higher, and a good education level needs a good teacher–student relationship. To solve these problems, we use the emotional cognition of God’s network to study the teacher–student relationship, and collect and analyze the data of the teacher–student relationship. In this chapter, we use GABP neural network algorithm DHNN algorithm and discrete Hopfield neural network to make the collected data more convenient to be analyzed. The research shows that there is a close relationship between the educational level and the relationship between teachers and students in China, and a good relationship between teachers and students will promote the improvement of educational level. According to the research data, “face-to-face” is the most important way of interaction between tutors and postgraduates in various types of teacher–student relationship. QQ WeChat is also one of the main ways of interaction between students and teachers, which shows that the interaction between students and teachers is talking about the interaction between online and Internet. The education industry is becoming more and more important, and the teacher–student relationship is the most important part of the education industry. Good teacher–student relationship is helpful to cultivate students’ healthy personality. In view of the cold relationship between teachers and students at present, we need to make some measures the relationship between teachers and students and effectively use the relationship between teachers and students to promote the better development of the education industry.

The influence of parental autonomy support on cyberbullying victimization of high school students: A latent moderation analysis

ObjectiveTo explore the relationship between parental autonomy support and cyberbullying victimization and the role of mobile phone addiction and teacher-student relationships. MethodUsing the Perceived parental autonomy support scale, the Smartphone Addiction Scale, the Teacher-Student Relationship Questionnaire, and the Cyberbullying Victimization Scale, 1297 high school students were surveyed and a model based on latent moderated structural equation method was adopted. Results(1) Parental autonomy support can predict the level of cyberbullying victimization of high school students; (2) Mobile phone addiction plays a part of the mediating role between parental autonomy support and high school students' cyberbullying victimization; (3) With the increase of the level of teacher-student relationship, the predictive effect of parental autonomy support on mobile phone addiction gradually increases, and the predictive effect of parental autonomy support and mobile phone addiction on internet victimization becomes insignificant. ConclusionA good teacher-student relationship helps to enhance the positive effect of parental autonomy support on high school students' mobile phone addiction and alleviate the negative effects of parental autonomy support as well as mobile phone addiction on increasing the risk of cyberbullying victimization among high school students.

PREFERENCE DETERMINES PERFORMANCE: COMPARATIVE ANALYSIS OF STUDENTS’ PREFERENCE OF ON-CAMPUS AND ONLINE LEARNING AND THEIR ACADEMIC PERFORMANCE DURING COVID-19

On-campus and online learning modalities provide rich and diverse learning experiences to students with certain physical, psychological and Covid-19 limitations. Present study was carried out to compare the students’ preference of on-campus and online learning and their academic performance in both modes with the purpose of identifying the causes behind their choices. Mixed method research design was selected. 358 students from two public universities of Islamabad participated in research. The research instrument consisted of a mixed questionnaire containing close ended items followed by an open-ended research question. Results showed that majority of students preferred on-campus classroom learning. GPAs of students were better in online classes as compared to on-campus classes. Students favored on-campus learning due to good teacher-student relationships, better course content understanding, more class participation, high motivation, use of a variety of pedagogical practices, and more reliable assessment technique. Those students who favoured online classes said that it is easy to attend from any place, it saves travelling time and cost. Trainings may be provided to teachers about the use of various teaching strategies and suitable assessment techniques for online classes to enhance its effectiveness.

KRISIS REMAJA DAN INTERVENSI

This study aims to explore adolescent crisis in terms of the types, causes and effects. It also explores effective crisis interventions in addressing crisis issues. A total of 12 Guidance and Counseling teachers and 49 adolescents were selected by purposive sampling method from schools in the northern zone of Peninsular Malaysia. Data collection was through semi-structured interviews. The data were then analyzed by thematic analysis in answering the study objectives. The results found that adolescents experienced situational crisis and developmental crisis. Causes of crisis are due to the unstable internet access, responsibilities as a child and a student at the same time, tendency to hide the feelings, self-doubts and living with poverty. Effects of the crisis are manifested cognitively, emotionally, behaviorally and physiology. Effective crisis intervention is through rapport building and good teacher-student relationships. Besides, adolescents are more likely to have their own alternatives such as sharing with friends, applying spiritual deeds and listening to music as an initiative to eliminate negative thoughts and feelings. The findings of this study are expected to contribute to the knowledge that can be shared to individuals experiencing crisis and those handling crisis.

Differences in Cognitive and Non-Cognitive Results between Only-Child and Non-Only-Child Children: Analysis of Propensity Scores Based on Large-Scale Assessment.

Based on the data of 3561 fifth-grade and 4062 eighth-grade students from the Beijing Assessment of Educational Quality in China, the present study used a propensity-value matching model to scientifically analyze only-child and non-only-child children in primary and secondary schools. Female differences in cognitive outcomes (linguistic performance) and non-cognitive outcomes (teacher-student relationships, peer relationships, and emotional management) were also evaluated. The results of the study were as follows. First, fifth-grade only-child students had a higher linguistic performance compared to that of their non-only-child counterparts, and the same result was found for eighth-grade students. Second, fifth- and eighth-grade only-child students had good teacher-student relationships that were not significantly different from those of their non-only-child counterparts. Third-, fifth-, and eighth-grade only-child students had significantly better peer relationships and emotional management compared to these parameters in their non-only-child counterparts.

Daytime Sleepiness and Prosocial Behaviors in Kindergarten: The Mediating Role of Student-Teacher Relationships Quality

High sleep quality is an important indicator of children’s development as well as their good health. The aim of this study was to examine the relationship between excessive daytime sleepiness (EDS) and prosocial behaviors in kindergarten-aged children, as well as exploring the possible mediating role of the teacher-student relationship underlying them. Participants included 60 teachers aged from 23 to 62 (M = 47.9, SD = 9.73) in Italy who completed the student-teacher relationship scale, the daytime sleepiness questionnaire, and the strength and difficulties questionnaire. The children who were rated by teachers were 936 kindergarten children aged from 3 to 6 (M = 4.20, SD = 0.91). The results showed that children’s daytime sleepiness significantly predicted all three dimensions of the student-teacher relationship. Specifically, children’s EDS negatively predicted closeness and positively predicted conflict and dependence, and furthermore, these three dimensions of the relationship significantly predicted children’s prosocial behaviors. For older children in our sample, their EDS was more significantly and positively associated with conflict in their relationship with teachers. Our data seem to support the importance of good teacher-student relationship quality in promoting a child’s positive social adjustment, especially in children with behavioral difficulties. Our data also suggest the importance of evaluating the quality of the student-teacher relationship as well as the sleep quality in the children’s daytime sleepiness.

The Construction and Path Exploration of Harmonious Relationship between Teachers and Students

The harmonious relationship between teachers and students refers to that both teachers and students can actively participate in education, teaching, and management activities in the teaching and management of students. By this way, teachers achieve the goals and tasks of education and complete the training of high-quality talents. With the establishment and development of the modern "student-oriented" education concept, the role of teachers has changed. Teachers are not only the providers of teaching service, but also the managers and learning guiders of students' behaviour. The harmonious teacher-student relationship also plays a key role in promoting curriculum teaching. In the teaching process, teachers should understand and care students. Teachers should guide students in learning and give students corresponding humanistic care in spirit. Creating a good teacher-student relationship is not only conducive to students’ mental health, but also helpful to improve students’ learning motivation and efficiency. The harmonious relationship can make the communication between students and teachers more harmonious, which further deepens the friendship between teachers and students. In this paper, it mainly discusses the factors affecting the harmonious relationship between teachers and students, and puts forward the strategy of constructing a harmonious relationship.

Parental Punishment and Adolescents’ Loneliness: A Moderated Mediation Model of General Self-Concept and Teacher–Student Relationships

Background: Loneliness adversely affects physical and mental health; therefore, it is necessary to explore its related influencing factors and mechanisms. This study investigated the mediating role of general self-concept in the association between parental punishment (PP) and adolescent loneliness and as well as the moderating role of teacher–student relationships (TSR) in Chinese students.Methods: Data were obtained from 1,169 Chinese students (10–18years old) using several self-report questionnaires: the Egna Minnen av Barndoms Uppfostran (EMBU), Self-Description Questionnaire (SDQ), Teacher–Student Relationships Scale (TSR), and UCLA Loneliness Scale. Data were analyzed with IBM SPSS 22.0, and the PROCESS macro program.Results: (1) Parental punishment had a positive predictive effect on adolescent loneliness, (2) parental punishment predicted adolescent loneliness not only directly but also indirectly through the mediating effect of general self-concept, and (3) teacher–student relationships moderated the influence of PP on adolescent loneliness.Conclusion: Adolescent loneliness is less affected by parental punishment when TSRs are better. Additionally, when adolescents are punished less by their parents and have good teacher–student relationships, they have higher general self-concepts.Limitations: This study’s cross-sectional research design was unable to show causal relationships among the factors influencing adolescent loneliness.

Impact of teacher communication behaviour on student’s motivation in learning primary school science

Interactions between teachers and students occur rapidly in and out of a classroom. A good teacher-student relationship motivates and enhances the teaching and learning process. One of the most significant factors is teacher communication behaviour. This conceptual paper purports to investigate the multidimensional aspect of teacher communication behaviour and its effect on student’s motivation towards science learning. Based on a thorough review of existing literature, The Teacher Communication Behaviour Questionnaire (TCBQ) and Student’s Motivation Towards Learning Science (SMTSL) Questionnaire could be used to explore the factors of teacher’s communication behaviours and its relationship to students’ motivation in learning science among primary school students. From the result results it will be of possible benefit specifically for school administrators and teacher preparation programs. Teachers, however, may also use the teacher communication behaviour to evaluate an indicator of their communication skills Keywords: teacher communication, student motivation, science education, primary school,