Students In Relation Research Articles

Enhancing personalized exercise recommendation with student and exercise portraits

The exercise recommendation system is emerging as a promising application in online learning scenarios, providing personalized recommendations to assist students with explicit learning directions. Existing solutions generally follow a collaborative filtering paradigm, while the implicit connections between students (exercises) have been largely ignored. In this study, we aim to propose an exercise recommendation paradigm that can reveal the latent connections between student-student (exercise-exercise). Specifically, a new framework was proposed, namely personalized exercise recommendation with student and exercise portraits (PERP). It consists of three sequential and interdependent modules: Collaborative student exercise graph (CSEG) construction, joint random walk, and recommendation list optimization. Technically, CSEG is created as a unified heterogeneous graph with students’ response behaviors and student (exercise) relationships. Then, a joint random walk to take full advantage of the spectral properties of nearly uncoupled Markov chains is performed on CSEG, which allows for full exploration of both similar exercises that students have finished and connections between students (exercises) with similar portraits. Finally, we propose to optimize the recommendation list to obtain different exercise suggestions. After analyses of two public datasets, the results demonstrated that PERP can satisfy novelty, accuracy, and diversity.

Measuring teacher beliefs about factors that promote Classroom Social and Emotional Learning (CSEL)

The success of social and emotional learning (SEL) in the classroom hinges on the buy-in of teachers, as they serve as the principal implementers of SEL initiatives. This is particularly relevant in contexts where SEL is nascent and emerging. In response to this need, we developed a scale to measure teachers’ beliefs about factors that promote classroom social and emotional learning (CSEL). We validated the scale in India, where SEL has recently gained attention, on a large sample of teachers (N = 2097). Factor analysis revealed a three-factor structure comprising beliefs about healthy classroom management, inclusive classroom culture and supportive student relationships. The scale demonstrated good psychometric properties: strong internal consistency, predictive validity (with mental well-being), convergent validity (with emotional intelligence), discriminant validity (with perceived stress) and measurement invariance across males and females. We hope that understanding teachers' beliefs on these factors can help inform successful program implementation, and thus offer crucial insights for mainstreaming SEL.

Unveiling the protective role of school engagement: Mitigating cyberbullying perpetration through mastery and student-student relationship

Numerous studies have established that school engagement plays a pivotal role in mitigating adolescent violence. However, its relationship with cyberbullying is not well-defined, and the underlying mechanisms have not been thoroughly explored. To fill the gap, this study adopted the moderated mediation approach and sought to examine: a) the association between school engagement and cyberbullying; b) the potential mediating effects of mastery on that association; and c) the potential moderating effects of student–student relationship in the above mechanisms, based on a sample of 1103 adolescents (52.5 % female, aged from 12 to 18 years) in middle and high schools of urban China. Results indicated that adolescents with high school engagement tend to have a decreased possibility of cyberbullying involvement. Mastery, as a proxy of effective coping experience, mediated the association between school engagement and cyberbullying perpetration. Considering that peer relationships may significantly alter the impact of school engagement and mastery on cyberbullying perpetration, this study also identified student–student relationship as a central moderator in moderating the association between school engagement and cyberbullying as well as the association between mastery and cyberbullying. These findings can help understand the complex dynamics between school engagement and cyberbullying, suggesting directions for future interventions.

Constructing a Confidence-guided Multigraph Model for cognitive diagnosis in personalized learning

In modern education, personalized learning has garnered increasing attention, with cognitive diagnosis (CD) serving as a fundamental component. The objective of CD is to deeply comprehend students’ cognitive abilities, thereby identifying individual differences and providing support for personalized learning. However, many existing models ignore the influence of data noise and confidence in students’ responses. In addition, most existing methods equally extract evidence of students’ strengths and weaknesses from their overall responses, disregarding the characteristics of various types of relationships in students’ correct and incorrect responses. To this end, this study proposes a Confidence-guided Multigraph Model (CMM) for CD. First, to capture the changes and uncertainties in the student’s cognitive process, CMM dynamically calculates the confidence scores of the students’ responses. Second, CMM constructs multiple graphs to represent various relationships in students’ correct and incorrect responses. Then, CMM aggregates the unique information within the students’ correct and incorrect responses from various graphs. Finally, CMM uses a joint training strategy of multigraph iteration to simulate students’ cognitive ability in multiple dimensions. Extensive experimental results on two real-world datasets clearly demonstrate the efficacy of our proposed model. This innovative approach provides a novel perspective for the development of CD and lays the foundation for more accurate personalized learning support.

Working To-Get-There: Student and teacher relationship towards a meaningful teaching and learning Experience

The enhancement of a meaningful learning experience becomes more pronounced when positive relationships exist between teachers and students. Student-teacher relationships (STR) are intricately tied to the everyday scenarios prevalent in the current generation. They exert significant effects on student engagement, encompass common challenges that may impede the establishment of positive rapport, and are perceived to influence the actualization of a meaningful teaching and learning experience. Employing a convergent mixed-method approach, the study utilized an expert-validated interview protocol and survey questionnaire. Audio-taped semi-structured interviews and surveys among purposively selected (n=16) and randomly picked (n=250) Grade 10 students and teacher-participants computed through the Raosoft sample size calculator in Southville 5A Integrated National High School were performed. Based on the descriptive statistical tools and thematic analysis with themes validation through focus group discussion, the most common STR situations relate to collaborative, encouraging, and respectful affairs among students and teachers. The most common effects of STR on students’ engagement are linked to active participation, increased interest to learn, and improved self-confidence. Meanwhile, factors that hinder positive STR correlate with ineffective communication, poor classroom environment, and high teacher expectations. Further, positive STR impacts authentic learning, the realization of equity and equality, and the idea of learning from setbacks. To-Get-There and successfully achieve meaningful teaching-and-learning experiences, the study recommends ways to foster positive STR, addressing challenges, establishing effective communication including expectations, consistent provision of equal and equity opportunities, and the nurture of values among students and teachers such as empathy, respect, self-growth, and reflective thinking. Keywords: Convergent-parallel mixed research approach, Meaningful teaching-and-learning experiences, Student-teacher relationships, Binan City, Laguna, Philippine

Konsep Peeragogy Untuk Pembelajaran PAI Yang Bermakna Di Sekolah Dasar

Peeragogy is a learning concept that is based on the thoughts that each person has. Students participate in study groups with their own way or understanding and knowledge so that the learning process occurs easier and better. The presence of learning partners in learning is equipped with different information regulations between students so that they can exchange information which broadens each student's understanding and relationships. Strategy is a set of interdependent parts to achieve desired goals and objectives. A learning strategy can also be interpreted as a model of learning activities which can be selected and used contextually according to the characteristics of the students, the conditions of the learning environment and the surrounding environment that support it, as well as the specific learning objectives that are formulated. Peeragogy is an educational strategy that introduces students to education to focus on learning to work and be creative. The aim of this research is to investigate and describe the application of peeragogy strategies for meaningful PAI learning

Teacher perspectives on enhancing wellbeing education through integrating arts‐based practices

AbstractWellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts‐based approaches have significant potential for school programmes in enhancing the effectiveness of WE. This sits alongside a growing body of international literature that connects arts engagement with positive mental wellbeing across age groups. Existing research also shows that the evaluation of the goals, pedagogy and student engagement within WE from the perspectives of teachers is uncommon. To this end, this qualitative research investigated teacher perspectives on the potential for arts‐based WE. Through an asynchronous group interview, 10 Australian secondary school arts teachers with expertise in a variety of visual and performing arts education reflected on current WE in light of their arts teaching practice, exploring possibilities for enhancement through art‐based practices. Thematic analysis using a socio‐ecological framework reveals strong support for arts‐based WE, noting positive potential for arts engagement to facilitate increased teacher and student autonomy, relationship building, safe and inclusive environments, and enjoyable, embodied learning within WE.

Diagnosis of The Training of Business Administrators of The National School of Sports and Its Incidence on The Generation of Soft Skills Year 2023

Objective: The research carries out a diagnosis of the training of business administrators and its impact on the generation of soft skills of the students of the program, at the National Sports School University Institution for the year 2023. Method: A theoretical-empirical investigation was carried out, whose approach is descriptive, keeping in mind the objective to be achieved. Reflecting whether the training activities in which the student is involved really contribute to the development of soft skills. Starting from the idea of ​​the constant change that is evident today in the capture of human capital by organizations, turning the above into a fundamental and necessary point for the evaluation of human capital. Research Findings and Discussions: The labor field was identified as a generating source of soft skills in the majority of the research participants, being of utmost importance the incursion into the program of activities that generate the previous ones, starting from the confrontation of the academic field with the economic sector, in simulated environments. Implications of the research: The research involved determining the scope and limitations of business administrator training around soft skills, a fundamental aspect regarding the student's employment relationship. Value originality: This research helps higher education entities identify adjustments or changes that they must make regarding the training of business administrators in favor of a successful connection to the labor field.

Recipes for institutional adoption of a teacher-driven learning analytics tool

The changing landscape of higher education is putting increasing strain on educators, leading to a diminishing ability to provide pedagogical and pastoral support to ballooning and diversifying cohorts. Learning analytics promises solutions to these challenges for educators, including by personalising learning support and experiences, streamlining data capture and analyses, and providing teachers with new, efficient teaching approaches. However, reports of these impacts, or widespread adoption of learning analytics, or even examples of cross-institutional collaboration are sparse. We argue that this may be because of a lack of educator-driven learning analytics tools that meet their felt needs, and present case studies from three Australian universities that have collaborated to implement such a tool. This tool, the Student Relationship Engagement System (SRES), empowers educators to collect, collate, analyse, and use student engagement and success data that they consider meaningful for their particular contexts. Developed by unfunded educators and widely adopted through collegiate recommendations, the SRES enables personalisation and targeting of student learning and support using relevant data, fostering positive student-teacher relationships and enhancing student engagement. Using the three case studies as a backdrop, we present a revised learning analytics adoption framework focussing on strategy, structure, support, and impact, and use this framework to systematically evaluate the implementation of the SRES at the three institutions to derive ‘recipes’ for adopting an educator-focussed learning analytics platform. We also discuss three core themes emerging from the case studies, around the needs of academics, the role of academic and educational developers, and flexible and agile information technology practices.

Teacher and family support, teacher–student relationship, and psychological capital in online learning: A moderated mediation model

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.

Teacher–student relationships and student engagement: The mediating effect of peer relationships

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.

느린 학습자의 자존감 향상을 위한 인문치료 사례연구

The purpose of this study was to investigate the effectiveness of humanistic therapy to improve the self-esteem of slow learners. The subjects of this study were slow learner adolescents in the first year of a specialized high school, who were experiencing problems such as academic sluggishness, psychological atrophy, peer relationship inadequacy, and school life inadequacy. The study explored the process of change through the application of a humanistic therapy program over 30 sessions. The results of this study were as follows First, she showed positive changes in expressing their feelings and thoughts through emotional writing and therapeutic writing. Second, she showed academic changes, such as improving their presentation skills in class through activities such as reading literary short texts such as poems and essays and non-literary texts from textbooks slowly and repeatedly out loud. Third, she was attitudinal changes in life, such as recognizing the extent of school progress and saying no to friends. Humanistic therapy had a positive effect on the student's emotional changes, self-disclosure, and relationship improvement, and served as a medium to help improve the main complaints of the subject.

Learning in the Intimacy of the Guru-Disciple Relationship

Our article has two aims: first, to track the ethos of learning and the importance of the guru–disciple relationship in the Amma movement, and secondly, to explore the ways in which one Finnish disciple frames her life though this special relationship. The narrative of the disciple becomes especially interesting in that she is a long-term devotee from Finland who has a background in formal academic learning and works in a socially highly valued and demanding profession – and yet has chosen to invest a considerable amount of time and energy to spirituality and committed herself to a close and intimate guru–disciple relationship that guides her personal and work life as well as her overall understanding of learning. Our case study, drawing especially on such materials as Amma’s public discourse and one extensive individual narrative, complemented by ethnographical observations in the ashram in India, shows how pervasive the language and ethos of learning can be in a spiritual context, and what the intimacy of the teacher–student relationship may provide to highly educated individuals in contemporary largely secular Western society.

Theoretical and methodological foundations of humanisation education in universities (on the example of teaching chemistry)

Relevance. The relevance of the study lies in the fact that education cannot be limited only to mastering knowledge and professional skills in the chosen field and narrow specialisation. The existing foundations of graduate training aimed at deepening practice in one professional field are not enough. In such conditions, education should ensure that the students receive knowledge and skills that will give them a sense of satisfaction with learning. Purpose. The purpose of the study is to consider the theoretical and methodological foundations of humanisation education in higher educational institutions on the example of teaching chemistry. Methodology. The methodological framework encompassed several approaches to exploring this subject, including didactic, humanistic, general pedagogical, and pedagogical experiment methodologies. Results. The study on the theoretical and methodological foundations of humanisation education in universities, focusing on teaching chemistry, identified key outcomes. Firstly, the adoption of student-centric teaching methods, facilitated by the transition of teachers into organisers of the educational process, has enhanced student engagement and independent learning. Secondly, the expansion of educational content to include interdisciplinary perspectives alongside specialised subjects has provided students with a more comprehensive understanding of chemistry in real-world contexts. Lastly, the shift in attitudes and relationships between faculty and students has fostered a more supportive and collaborative learning environment. Conclusions. In conclusion, the findings underscore the importance of humanisation in higher education, particularly in the field of teaching chemistry. By prioritising student engagement, interdisciplinary learning, and supportive relationships, universities can create a more enriching educational experience. However, the implementation of humanisation strategies may encounter challenges, including the need for faculty adaptation and resource allocation. Nevertheless, the practical significance of these strategies in enhancing the quality of education in universities cannot be overstated, highlighting the importance of their effective implementation and continued exploration. Keywords: humanisation; universities; theoretical and methodological foundations; teaching chemistry; students; educational technologies

School absence of adolescents from single-parent families in Andalusia (Spain): exploring the mediating and moderating role of economic and social resources

This study examines the relationship between growing up in single-parent families and school absence in Andalusia (Spain), considering differences according to adolescents’ social background. Empirical analyses of data from the Social Survey 2010: Education and Housing show that adolescents growing up in single-parent families have, on average, a higher number of school absences than their peers in two-parent families. These disadvantages are greater for adolescents with low social backgrounds, regardless of whether this is measured by parental education or housing tenure. Both economic resources (lower household income) and social resources (poor relationship with absent parent) partially explain the differences in school absence rates amongst adolescents growing up in single-parent families. School environment (teacher–student relationship, atmosphere amongst students, experiences of school violence or ownership of educational institution) are not influential in explaining educational disadvantage amongst adolescents from different family structures, although they are strong predictors of school absence.

Understanding the Role of Teacher-Student Relationships in Students' Online Learning Engagement: Mediating Role of Academic Motivation.

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design.

Powerful Partnerships: Improving Family-School Relationships for Students With Visual Impairments or Deafblindness

This article highlights the importance of partnerships between families and teachers of students with visual impairments and/or deafblindness by situating this collaborative effort squarely in the legal mandates to collaborate and the research support for effective practices. Six strategies, aligned with the high leverage practices for collaboration, are shared to provide concrete ways for facilitating this partnership. A continuing vignette of a fictional family, the Hamptons, illustrates relevant points in the educational journey for which the implementation of the provided strategies would be pertinent. The vignettes are also designed to demonstrate the possible benefits of employing these strategies on the family-school partnership and ultimately student success.

A study on the influence of learning space on students' intrinsic learning motivation

AbstractFollowing the continuous reform and innovation of classroom teaching methods and pedagogy in higher education, the support provided by traditional classrooms for new classes seems to be insufficient. Empirical exploration into the impact of learning spaces on student learning motivation, particularly in terms of how and to what extent, has been limited. This study focuses on student intrinsic learning motivation as the dependent variable and constructs an influence model incorporating factors such as learning space, pedagogy and classroom relationships. A comparative analysis is conducted to assess the differential influence between two learning space types: active learning spaces and traditional classrooms. Utilizing a convenience sampling method, students engaged in coursework at University A's ‘Future Learning Experience Center’ and traditional multimedia learning spaces over three academic terms were selected. Differential tests were performed on data collected from various learning environment types, and the impact of learning space, teaching methods and social relationships on students' intrinsic learning motivation was validated using structural equation modelling. Results indicate that scores in the dimensions of learning space, teacher–student relationships, student–student relationships and student intrinsic learning motivation were significantly higher in the active learning space compared to traditional classrooms. Surprisingly, learning space exhibited no significant direct effect on student intrinsic learning motivation but demonstrated a significant indirect effect. The influencing factors model presented in this study sheds light on the type of learning space's impact on student intrinsic learning motivation, offering theoretical guidance and practical data for future research endeavours.

A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

AbstractWe employed a mixed‐methods design to identify intervention elements that may improve relational inclusion in classrooms through equity‐framed and culturally‐attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed‐methods design, we first analyzed the individual data points and then integrated the quantitative and qualitative data in the interpretation and discussion of the results. Our findings showed that, for school mental health professionals, the quantitative data largely complemented the qualitative results, which represented four themes: School−family partnerships, critical consciousness, educator preparation, and transformational social‐emotional learning. Parents of minoritized students identified unique elements, including microaggressions, color evasion, recognition of bias, storytelling, and systemic change as important for the development of culturally‐attuned interventions. The two groups had parallel and contrasting recommendations about elements that may contribute to improved classroom relational inclusion for minoritized students. Results illustrate how merging professional and parent perspectives could contribute to the development of teacher−student relationship interventions that appropriately address issues of equity and culture in ways that are meaningful to end users and other stakeholders.

Studying online with special needs: A student perspective

AbstractAs diversity is increasing in higher education, the number of students with disabilities (SWD) grows. In parallel, technological development and online education change the conditions for teaching and learning. Previous research indicates that the digitalisation provides both challenges and opportunities for equal participation. This study explores the experiences of SWD in online higher education, using the Communities of Inquiry model as a theoretical framework. A questionnaire with 6256 students (430 SWD) examines the differences and similarities between SWD and other students in online courses. The results show that SWD are a heterogeneous group with diverse needs and preferences, and that online education can offer both advantages and disadvantages for them. The main advantages are using technology to compensate for disabilities, enabling more equal participation, and the flexibility and convenience of online courses. The main challenges are difficulties in planning and self‐regulation, decreased motivation and increased stress, perceived uncertainties about examination requirements and proceedings and the unfulfilled need for interactive environments and feedback. The importance of faculty–student relationships is highlighted, and the significance of clarity and accessibility, feedback and interaction and flexibility and variation in creating inclusive online courses is emphasised. Implications for policy and practice are suggested.