Student Interpersonal Relationships Research Articles

Santri MBKM (Merdeka Belajar-Kampus Merdeka) Program in Development Self-Student

MBKM Santri is a Merdeka belajar – Kampus Merdeka program by Santri to carry out community service at target Islamic boarding schools and partner Islamic boarding schools directly. Student independent campus activities are expected to be able to hone the soft skills of partnership, work together in cross-disciplinary teams, and lead students at the destination Islamic Boarding School and other Partner Islamic Boarding Schools. This study used a qualitative approach, carried out at the Nurul Jadid Paiton Islamic Boarding School with 10 MBKM participating students as subjects. This type of research uses case studies. The results of this study indicate that MBKM Santri is implemented through; developing student potential, establishing student interpersonal relationships, developing student skills, and fostering new motivation for students. Students can further develop their abilities by participating in activities held by partner campuses and Islamic boarding schools. The existence of the student MBKM is intended so that students can further develop their abilities by participating in activities held by the destination campus and pesantren/partners. MBKM Santri students plan to implement several activities carried out on the destination campus to their partner campus / campus itself.

A Fuzzy-Based Evaluation of E-Learning Acceptance and Effectiveness by Computer Science Students in Greece in the Period of COVID-19

In this paper, a fuzzy-based evaluation method is presented for the impact of e-learning on several aspects of the learning lives of academic students of Information and Communication Technologies (ICT) during the COVID-19 pandemic. Specifically, the academic year 2020–2021 was considered when a general lockdown was imposed in Greece and all courses were delivered exclusively through the web. The evaluation criteria are (i) e-learning acceptance, (ii) learning effectiveness, (iii) students’ engagement and (iv) socializing and interpersonal relationships in the educational community. The evaluation was conducted through questionnaires. Ninety two (92) undergraduate and postgraduate students and Ten (10) computer science in-structors of the department of Informatics of the University of Piraeus, Greece, participated in this survey. The questionnaire answers were analyzed using a fuzzy-based mechanism. Particularly, five fuzzy sets were used to describe the 5-point Likert scale answers to the questionnaires with linguistic values, and four other fuzzy sets were used for the description of the evaluation results concerning the four defined evaluation criteria. Moreover, 209 fuzzy rules were created to analyze and calculate the evaluation results per criterion, considering both the students’ answers (119 fuzzy rules) and the instructors’ answers (90 fuzzy rules) to the questionnaires. The gain of this approach is that the analysis of evaluation data with fuzzy rules imitates the human way of thinking and, thus, makes the process more explainable. The evaluation results showed a positive impact of e-learning on student confidence, self-discipline and active participation and a negative impact on student interpersonal relationships. The impact of e-learning on other learning issues was neutral.

Structural relationships between classroom emotional climate, teacher–student interpersonal relationships and students’ attitudes to STEM

Recently, integrated STEM projects have been introduced into school curricula in an attempt to increase students’ understanding and interest in pursuing STEM subjects in senior high school and university. However, little is known about the classroom emotional climate in STEM classrooms and its effect, along with teacher–student interpersonal relationships, on students’ attitudes towards STEM. A validated questionnaire about students’ perceptions of the STEM classroom emotional climate and a simplified version of the questionnaire of teacher-student interpersonal relationships were administered to students completing STEM projects (N = 698). Students also completed a questionnaire about their attitudes towards STEM projects and continuation in the STEM pipeline. Structural equation modelling analysis suggested that the classroom emotional climate together with helping/friendly teacher-student interpersonal relationships have positive influences on student attitudes towards STEM. On the other hand, while teacher-student interpersonal relationships that are understanding or directing have a positive influence on the classroom emotional climate, they have negative influences on students’ attitudes towards STEM and continuing in the STEM pipeline. There are some significant gender differences in teacher-student relationships that influence attitudes towards STEM. This raises some interesting possibilities about how teachers should manage classrooms that integrate STEM skills to complete projects in order to encourage greater participation in STEM subjects.

Investigation of the relationship between school climate, coping strategies, and peer bullying in secondary school students

The aim of this study is to investigate the relationship between school climate and coping strategies and peer bullying in students in secondary school. The study population is secondary school students in the 7th and 8th grades. The study group included 284 students attending a secondary school located in Afyon (153 female and 131 male). The study used data collection instruments such as the School Climate Scale (SCS), KIDCOPE, and Bully Scale (BS). With Pearson Moments Multiplication Correlation Coefficient Technique, the relationships between SCS scores and KIDCOPE scores and bullying were examined. SCS total score and some of the subscales (fairness, order and discipline, parent involvement, resource sharing, student interpersonal relationships, and teacher-student relationships) have significant and positive relationships with peer bullying as a result of the analysis. Additionally, it was observed that there were positive and significant relationships between bullying and some of the subscales of KIDCOPE (avoidant coping and negative coping). In addition, multiple regression analysis was used to test the predictability of the school climate and coping strategies. As a result of the analysis, some of the SCS subscales (order and discipline and teacher-student relationships) and one of the KIDCOPE subscale (negative coping) were found to be a significant predictor of bullying.

Comparison of Learning Method Effectiveness Between Jigsaw and Team Game Tournament on Achievement and Interpersonal Relationship Skill in Nursing Freshmen

Introduction: Evaluation results every semester about biochemical obtained by students the average value below 50. Cooperative learning method jigsaw and team game tournament (TGT) were an alternative learning method that can improved student learning outcomes. The purpose of this research was to understand the effectiveness of applied of jigsaw learning method compared to TGT to interpersonal relationship skill and achievement. Methods: This research used pre-experiment with research design Pretest-Posttest Comparison Group Design. Target population was all nursing students in two nursing institutions in Surabaya. Sample size were 208 chosen by total sampling. Independent variables were jigsaw and TGT and dependent variables were interpersonal relationship skill and achievement. Study instruments were interpersonal relationship skill questionnaire and objective test. Data analysis uses paired t test with α ≤ 0.05, prior normality test will be conducted. Results: Most respondents were 19 years old, single, female and lived with their parents. There was different result in student achievement between TGT and Jigsaw method (p = 0,005), TGT mean rank was 97,89 than jigsaw was 76,52. There was no different interpersonal relationship ability between TGT and jigsaw method (p = 0,263). Conclusions: TGT more effective than jigsaw to increase student learning achievement in biochemical. Those method has not different for student interpersonal relationship ability, because the student has been in good criteria for interpersonal relationship ability. Further implementation could be broad, other object in nursing could be the target, difficult subject would be underlined.

Teacher–student interpersonal relationships do change and affect academic motivation: A multilevel growth curve modelling

Research has shown that the teacher-student interpersonal relationship (TSIR) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non-Western contexts. This study investigated changes in TSIR and links with academic motivation as perceived by first-grade secondary school students in Indonesia. TSIR was studied from the perspective of interpersonal behaviour in terms of Influence and Proximity. Students' academic motivation was studied from the perspective of self-determination theory. A total of 504 first-grade secondary school students of 16 mathematics and English classes participated in the study. Surveys were administered in five waves throughout the school year. Multilevel growth curve modelling was applied. Contrary to the (limited) general research findings from Western contexts, we found that the quality of TSIR (student perceptions) increased over time. The increase was slightly more pronounced for Proximity than for Influence. In accordance with the findings for the Western countries, the level of students' controlled motivation increased, while that of autonomous motivation decreased over time. However, the negative change in autonomous motivation was less pronounced. As in Western countries, TSIR was longitudinally linked with academic motivation, in particular, with autonomous motivation. Evidence is found that TSIR can change in a favourable way, and this positively affects student motivation. Future research could benefit from unravelling the influences of cultures on changes in TSIR in broader contexts.

Fair and Square? An Examination of Classroom Justice and Relational Teaching Messages

Students and instructors acknowledge the importance of the instructor–student relationship in the classroom. Despite the importance of the instructor–student interpersonal relationship, there can also be unexpected or undesirable outcomes associated with relational teaching. Using the theoretical framework of leader–member exchange, we explored relational teaching messages to understand how they may relate positively or negatively to student perceptions of classroom justice. Participants (N = 124) completed measures about relational communication strategies (i.e., rapport, confirmation, and affinity-seeking) and classroom justice (i.e., procedural, interactional, and distributive). Results indicate the enjoyable interaction dimension of rapport positively predicted perceptions of all three types of justice. The response to questions dimension of confirmation positively predicted perceptions of procedural and interactional justice.

Teacher–student interpersonal relationships in Indonesian lower secondary education: Teacher and student perceptions

This study investigated firstly the reliability and validity of an Indonesian version of the Questionnaire on Teacher Interaction (QTI). Second, perceptions of Indonesian secondary school teachers’ interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students’ and teachers’ perceptions regarding interpersonal teacher behaviour were compared. The QTI itself is based on the Model of Interpersonal Behaviour which maps teacher behaviour in terms of Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). In this study, an Indonesian version of the QTI was constructed and distributed to 2,380 students of 69 teachers from 85 classes (grade 7–9) from 12 public lower secondary schools in Indonesia. The results showed high reliability and validity for the instrument. Students’ and teachers’ average ratings on Influence were similar, while teacher’s ratings of Proximity were higher than those of students.

Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

The present study explored the developmental changes of teacher–student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher–student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5 times within a school year, from 566 students of 20 mathematics and English classes, from 3 secondary schools in The Netherlands. Multilevel growth curve modelling was applied. Analysis of within-year changes in teacher–student interpersonal relationships revealed that the quality of relationships decreased over time. The decrease was more pronounced for Proximity than for Influence. Moreover, students' controlled motivation increased slightly, while autonomous motivation decreased systematically over time. Teacher–student interpersonal relationships are significant predictors of autonomous motivation. Several determinants like subject taught, class type, teacher gender, and student gender can explain differences in developmental trajectories of both interpersonal behaviour and academic motivation over time.

Teacher–student interpersonal relationships in Indonesia: profiles and importance to student motivation

This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics and EFL) classes from 11 public schools in Indonesia. The results show that a variety of interpersonal profiles could be distinguished, that teachers perceive themselves more favourably than their students do, and that students' perceptions of teacher interpersonal behaviour and their learning motivation are associated. Influence and Proximity were found to be important determinants of student motivation; both dimensions are related to a more autonomous motivation, while Influence is also associated with a more controlled motivation. Contrary to the existing knowledge base, this study reveals that the relationship between teacher interpersonal behaviour and student motivation is more strongly connected to Influence than to Proximity.

“Everything Changed”: Relational Turning Point Events in College Teacher–Student Relationships from Teachers' Perspectives

The purpose of this study was to investigate college teachers' experiences of relational turning points with their students, as well as how these turning point events may affect teacher outcomes. Teachers who were able to identify a relational turning point event with a student (n=306, 78.5% of the overall sample) completed open- and closed-ended questions about the event. Analysis of participants' responses yielded four distinct supracategories of relational turning point events, comprised of consultation, transgression, intimation, and realization of student potential or success. Teachers who reported intimation and realization of student potential or success turning point events also indicated increased liking for students, teacher–student interpersonal relationships, teacher self-efficacy, teacher motivation, and teacher job satisfaction. Teachers who reported transgression turning points indicated decreased liking for students, teacher motivation, and teacher job satisfaction. Teachers who reported consultation turning point events indicated either increased or decreased teacher outcomes depending on the nature of the event. At the end of the article, readers are invited to engage in reflective practice and move to action regarding the findings of this study.

The importance of teacher–student interpersonal relationships for Turkish students’ attitudes towards science

The purpose of this study was to examine associations between Turkish high school students’ perceptions of their science teachers’ interpersonal behaviour and their attitudes towards science. Students’ perceptions of the teacher–student interpersonal relationship were mapped with the Questionnaire on Teacher Interaction (QTI), which uses two relational dimensions: influence and proximity. Data on Students’ subject‐related attitudes were collected with the Test of Science Related Attitudes (TOSRA). A total of 7484 students (Grades 9 to 11) from 278 science classes (55 public schools) in 13 major Turkish cities participated in the study. Multilevel analyses of variance indicated that influence was related with student enjoyment, while proximity was associated with attitudes towards inquiry and with enjoyment.

The differential effect of the teacher–student interpersonal relationship on student outcomes for students with different ethnic backgrounds

The differential effectiveness of schools and teachers receives a growing interest, but few studies focused on the relevance of student ethnicity for this effectiveness and only a small number of these studies investigated teaching in terms of the teacher-student interpersonal relationship. Furthermore, the methodology employed often restricted researchers to investigating direct effects between variables across large samples of students. This study uses causal modelling to investigate associations between student background characteristics, students' perceptions of the teacher-student interpersonal relationship, and student outcomes, across and within several population subgroups in Dutch secondary multi-ethnic classes. Multi-group structural equation modelling was used to investigate causal paths between variables in four ethnic groups: Dutch (N=387), Turkish first- and second-generation immigrant students (N=267), Moroccan first and second generation (N=364), and Surinamese second-generation students (N=101). Different structural paths were necessary to explain associations between variables in the different (sub) groups. Different amounts of variance in student attitudes could be explained by these variables. The teacher-student interpersonal relationship is more important for students with a non-Dutch background than for students with a Dutch background. Results suggest that the teacher-student relationship is more important for second generation than for first-generation immigrant students. Multi-group causal model analyses can provide a better, more differentiated picture of the associations between student background variables, teacher behaviour, and student outcomes than do more traditional types of analyses.

The Study on the Relations among Perfectionism & Coping Style & Interpersonal Relationship of University Students

The target of this thesis is to study the relations among the perfectionism, the coping style and the interpersonal relationship of university students. The main study methods are to make the use of Frost multi-dimensional perfectionism scale, coping style questionnaire and university student interpersonal relationship comprehensive diagnostic scale to measure 350 university students. The results of the study show that: (1) There is a significant negative correlation between the perfectionism and the mature coping style of university students, whereas there is a significant positive correlation between the perfectionism and the immature coping style. (2)There is a significant positive correlation between the perfectionism and the interpersonal relationship. (3)There is a significant positive correlation between the interpersonal relationship and immature/mixture coping style, whereas there is a significant negative correlation between the interpersonal relationship and mature coping style.(4)The concerning mistakes (CM), the action procrastination (AP), mixture and mature coping style can predict the perplexity of conversation distinctly.(5)The AP,personal standard (PS), immature and mature coping style can predict the perplexity of social intercourse & making friend distinctly.(6)The CM, parent criticism (PC) and mixture coping style can predict the perplexity of dealing with people distinctly.(7)The CM,AP, PS, parent expectation (PE), mixture and mature coping style can predict the perplexity of relating to the opposite sex distinctly. Therefore the conclusion of the thesis is as follows: there are close relations among perfectionism, coping style and interpersonal relationship; the perfectionism and coping style affect the interpersonal relationship of university students to a significant extent.

A Comparative Study of Perfectionism, Coping Style & Interpersonal Relationship between Music Major and Non-music Major College Students

The target of this thesis is to study differences on perfectionism, coping style and interpersonal relationship between music major college students and non-music major college students. The main study methods are to make the use of Frost multi-dimensional perfectionism scale, coping style questionnaire and college student interpersonal relationship comprehensive diagnostic scale to measure 350 college students. The results of the study show that: (1) The scores of music major students on coping style are apparently higher than those of non-music students. (2) On the parents criticism dimension of the perfectionism, the immature dimension of the coping style and the mixture dimension, the scores of music major students are apparently higher than those of non-music students, while the scores of music major students are apparently lower than those of non-music students on orderliness dimension, friends communication dimension of interpersonal relationship. The differences on other dimensions between music major students and non-music major students are not apparent. So the conclusion of the thesis is that music major students have more problems on the coping style than non-music students do.

A model for the supervisor–doctoral student relationship

The supervisor-doctoral student interpersonal relationship is important for the success of a PhD-project. Therefore, information about doctoral students' perceptions of their relationship with their supervisor can be useful for providing detailed feedback to supervisors aiming at improving the quality of their supervision. This paper describes the development of the questionnaire on supervisor-doctoral student interaction (QSDI). This questionnaire aims at gathering information about doctoral students' perceptions of the interpersonal style of their supervisor. The QSDI appeared to be a reliable and valid instrument. It can be used in research on the relationship between supervisor and doctoral student and can provide supervisors with feedback on their interpersonal style towards a particular student.