Students In Relation Research Articles

Reciprocal Associations among Social-Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School.

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.

Low Peer Acceptance and Classroom Engagement: The Protective Role of Elementary School Teacher-Student Relationships for Immigrant-Background Students

The increasing cultural diversity in host society schools highlights the need to better understand the conditions supporting the integration of students with an immigrant background. This study examines whether peer acceptance enhances the association between student-teacher relationship closeness and classroom emotional engagement, and whether this association is moderated by student immigrant status. This study followed 251 fifth- and sixth-grade first- (34.3%), second- (49.4%), or third-generation-plus (16.3%) students across two school years (46.6% boys). Measures included child-reported classroom emotional engagement, student-teacher relationships, peer acceptance, and immigrant status. Using a hierarchical multiple linear regression model, this study demonstrates that positive relationships with teachers represent a protective factor for classroom emotional engagement among students who do not feel accepted by classmates, but only for first-generation students ( b = .46, p < .001). Our results underscore the importance of developing intervention strategies for building student-teacher relationships to benefit the classroom integration of first-generation students.

The acute psychological effects of screen time and the restorative potential of nature immersion amongst adolescents: A randomised pre-post pilot study

Excessive screen time can deplete the cognitive resources required for effective emotion regulation, such as sustained attention and inhibitory control. Contrastingly, time spent in natural environments encourages attention restoration and stress reduction. Therefore, time in natural environments may be important for buffering the psychological consequences of screen time. A randomised pre-post pilot study was undertaken to investigate the acute psychological effects of screen time in adolescents, and to explore the restorative potential of nature immersion. Eighty-seven adolescents (52% female, mean age = 15.5 years) participated in the study. Participants completed measures of mood, sustained attention capacity (Sustained Attention to Response Task), and inhibitory control (Stop-Signal Task) at three time-points: (1) at baseline, (2) after a 30-minute period of screen time, and (3) after a 20-minute period of rest. Participants were randomised to either an indoor setting or an outdoor environment (Botanic Gardens) for the rest period. Linear mixed modelling was used to examine the effect of time and resting condition on the outcome variables. A lack of change in baseline mood, sustained attention capacity, and inhibitory control was observed following the brief screen time period, which limited the ability to test the relative benefit of the outdoor vs indoor environment. The study demonstrated the feasibility of a novel and ecologically valid paradigm to test this relationship in school students, but future studies should look to apply the recommendations provided regarding altering the attentional demands of the screen time activity used. The potential for natural environments to benefit student wellbeing and performance remains an important area of continued research.

Impact of the COVID-19 pandemic on Italian students' mental health and relationships: differences between adolescent males and females.

The negative effects of the COVID-19 pandemic on the mental health of young people have been reported, often with possible differences between the sexes. This study explores the impact of the COVID-19 pandemic on the differences in mental health status and healthy behaviors between adolescent males and females. An online questionnaire exploring sociodemographic characteristics, living conditions, mental health, behaviors, and relationships during the implementation of the COVID-19 social restriction measures, was administered to 16-18 years old high school students living in the metropolitan area of Turin. The World Health Organization-5 Well-Being Index (WHO-5) questionnaire was used to evaluate self-perceived psychological health status. Descriptive analyses of the sample were carried out by sex. Chi-squared test and the associated P value were evaluated. The spatial sign method was used to assess multivariate differences by sex. Seventy-two Italian high school students completed the questionnaire. Sixty-eight percent of the students reported psychological problems, more often females (86% vs. 50%). Those living with multiple cohabitants and in dwellings with less personal space reported lower well-being. Females were also more likely to report stress when talking about COVID-19, difficulties in concentration and in falling asleep, daytime sleepiness, less physical activity, and concerns about losing control of eating. Finally, females spent more time with family members and, compared to males, found it harder to spend time and share experiences with friends and schoolmates. The pandemic has greatly impacted adolescents in terms of their mental well-being, routines, relationships with friends, and sleeping and eating patterns. Females reported more stress, boredom, bad mood, eating concerns, reduced relationships with friends, and possible difficulty in falling asleep than did males. These issues should be addressed when developing and promoting support programs, particularly at school.

Parental harsh discipline and children’s anxiety in China: An examination of the moderating and mediating roles of teacher–student relationships and peer relationships.

Parental harsh discipline and children’s anxiety in China: An examination of the moderating and mediating roles of teacher–student relationships and peer relationships.

중학생의 스마트폰 과의존 경험과 부모자녀관계에 관한 질적연구: 맞벌이가정을 대상으로

중학생의 스마트폰 과의존 경험과 부모자녀관계에 관한 질적연구: 맞벌이가정을 대상으로

Adult Extracurricular Piano Learners Motivation and Influence Factors Analysis

The boom of amateur piano learning in China began in the early days of reform and opening up, and its enthusiasm has continued to this day. The age of 4-6 is usually considered as the golden age of piano enlightenment, but for adults who missed the golden age of enlightenment and have entered the society, there are not few people who use their spare time to learn piano in order to realize their piano dream. This paper uses qualitative research methods to interview four students, and analyzes and elaborates the factors that affect their learning effects in a summary way. The interviewees were interviewed in their native Mandarin, and the interviewees truthfully recorded their true views on the questions they asked. According to the answers of the interviewees and the objective analysis of the interviewees, the influencing factors of adult amateur piano learning can be summarized into the following four points: motivation and reasons for piano learning; The benefits of learning the piano; Difficulties in learning the piano; Teacher student relationship in learning piano.

A Study on Domination of Social Networking Sites on interpersonal relationship of students

Social networking sites users are growing up day by day. Young generation people are frequently using these sites for various purposes including gaming, chat, doing business and many more. It also allows us to interact with the unknown people who share common interest with us. Through these SNS, we develop virtual interpersonal relationships with friends existing in the online world. The study aims to investigate the reasons of domination of these social networking sites and its impact on interpersonal relationship of student’s life. A survey was done on the 300 students of five different colleges through the simple random techniques. It was found that there is a very significant connection between social networking site utilization and interpersonal relationships. Excessive use of social networking sites hampers the interpersonal relationship of the students to a large extent. Students need to understand the differences between the real world and the virtual world. Relying on these websites, which encourage online friendships, is bad since it increases the risk of meeting people with questionable behaviour. These sites hinder face-to-face friendship, but many students do not consider that and they use SNS in order to communicate conveniently with their faraway friends.

Investment, Chinese Language Learning and Imagined Identities: A Case Study of African International Students in China

ABSTRACT This article challenges the current framing of English as a dominant global language and focuses specifically on African international students’ investment in Chinese language learning and the enactment of imagined identity in China. Drawing upon Darvin and Norton’s theorisation of “Identity and a model of investment,” we present an analysis of 59 African youths’ Chinese language practices across different contexts. The interview data revealed that they invested heavily into Chinese language learning and use, while displaying linguistic entrepreneurship beyond the classroom setting and mobilising their agency towards preferred linguistic outcomes. The African students’ linguistic investment turned them into proficient speakers who were able to express multiple desires that were constantly changing across time and space. The sociological construct of investment enabled us to unpack the socially and historically constructed relationship of African international students to the Chinese language and community, while compelling us to reflect on the changing world order and global language system.

A Review Study of Inclusive Education

This study focuses on inclusive education and special needs groups. Inclusive education ensures equal opportunities for learning and access to education for all students, including those with disabilities. Special needs refer to disabilities that require specialized services or accommodations. Inclusive education practices involve instruction and support in a grade-level classroom with same-aged peers, specialized classrooms or settings, and inclusive teaching strategies. The benefits of inclusive education need to extend to all students, including gifted and general students. Still, there are also challenges, such as inadequate infrastructure and facilities, the need for additional resources and training for teachers, and the difficulty of providing individualized learning programs.Additionally, there may be issues with bullying and the need for cooperation from various stakeholders. Inclusive education is crucial for instilling healthy thoughts and tolerance in children and creating a less prejudiced world. The importance of inclusive education for childrens growth psychology is highlighted, along with its benefits and challenges in implementation. Suggestions are provided to create a positive learning environment and improve student and teacher relationships to reduce stress and anxiety.

“Nurturing a trusting learning community”: perceptions of relationships in a health professions education peer mentorship program

PurposeThis study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program.Design/methodology/approachThe design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual “body maps” produced in response to guided questions.FindingsThe findings about student mentors' perceptions of peer mentor relationships include a core theme of nurturing a trusting learning community and five related themes of attunement to mentees, commonality of experiences, friends with boundaries, reciprocity in learning and varied learning spaces.Originality/valueThe study contributes original insights by highlighting complexity, shifting boundaries, liminality, embodied social understanding and trusting intersubjective relations as key considerations in student peer mentor relationships.

Parental involvement and academic achievement of adolescents: The mediating roles of school adjustment

This study examines the relationship between parental involvement and academic achievement among adolescents and potential mechanisms underlying this relationship. Using data from six waves of the Korean Children and Youth Panel Survey, this study estimated fixed effects models to account for individual-level heterogeneity. Sobel mediation tests were employed to examine the mediating roles of four aspects of school adjustment, namely: (a) academic engagement, (b) compliance with school rules, (c) positive peer relationships, and (d) positive teacher–student relationships. Results revealed that parental involvement is positively associated with adolescents’ academic achievement ( b = 0.172). Proposed mechanism variables explain approximately 68.6% of the association, with academic engagement being the most salient pathway. The findings highlight the importance of parental involvement in helping adolescents adjust to school environments and improve their academic performance.

‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary education

ABSTRACT There have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored with students comprehensively what they valued in a ‘good’ teacher. Data drew upon 75 group discussions involving 419 students across 12 schools from six Rwandan districts. Through thematic analysis, findings revealed an understanding of ‘good’ teachers via multiple dimensions. Students highlighted the importance of teacher disposition and responsible behaviors. Teacher–student relationships were also strongly valued as was holistic learning including positive values and being influenced cognitively and affectively. These results provide important implications for teacher professional development and policies in response to the contextualized preferences.

Research on the strategy of improving mental health well-being in universities based on game theory

Abstract In this paper, the participants' interaction input emotion is assessed to analyze the current student interaction relationship, and two influencing factors, friendliness and empathy, are extracted. Secondly, the psychological game process of interpersonal interaction is simulated to model the emotion generation process of participants and students, and the sub-game perfect equilibrium strategy of the embedded game is used as the optimal emotion selection strategy. Finally, the student’s emotional states are updated according to the optimal emotional strategy, and the spatial coordinates of students’ emotional states after being stimulated by emotions are labeled with the spatial coordinates of six basic emotions. The results show that the happiness enhancement strategy based on the game model increases from 0 to 0.9, and the effectiveness increases to 1.0.

Relationship between teacher and student psychological well-being in a Japanese context

ABSTRACT Psychological well-being (PWB) encompasses the positive aspects of mental health, such as hedonic wellbeing (experience of enjoyment and pleasure), eudaimonic wellbeing (experience of self-actualization), and life satisfaction (global evaluation of quality of life). Japanese teachers suffer from poor PWB with a high incidence of mental health problems. Despite the potentially significant impact of poor Japanese teachers’ PWB on their students’ PWB, these associations have remained largely unexplored. The present study investigated if teacher PWB has any relationship with student PWB and if teacher-student relationship, students’ abilities for resilience, and classroom climate mediate the teacher and student PWB relationship, with 46 teachers and 1,256 children aged 8–12 years from Japanese schools. A multilevel mediation analysis revealed an indirect positive relationship between Japanese teacher life satisfaction and Japanese student hedonic and eudaimonic wellbeing mediated by students’ abilities for resilience. There was no relationship between teacher and student hedonic and eudaimonic wellbeing. Nonetheless, the findings still imply that promoting teacher life satisfaction may contribute to the promotion of student hedonic and eudaimonic wellbeing. Future researchers could investigate if a school-based intervention targeted at both Japanese teachers and students would more effectively promote PWB among students than would such interventions aimed only at students.

Transformational leadership of physical education instructors and university students' satisfaction with online classes.

This study examined the relationship between the transformational leadership of PE instructors and students' satisfaction in an online PE class. In particular, it aimed to investigate whether the PE instructors' transformational leadership behaviors could predict students' satisfaction toward the class, their PE teacher, and their health and fitness. Furthermore, this study explored these relationships in male and female students. A total of 448 university students (male = 228; female = 220) between the ages of 18 and 22 participated in the study. The results revealed a positive relationship between the transformational leadership behaviors of PE instructors and students' satisfaction with online PE classes. Moreover, male and female students' satisfaction with the teaching of their PE instructor, feelings of fun and enjoyment, and perception of improved health and fitness in their online PE classes varied greatly as they perceived specific behaviors of transformational leadership from their PE instructors. These findings demonstrate that PE instructors play an important role as (online) classroom leaders in enhancing students' satisfaction with online learning. Therefore, PE instructors should be mindful to demonstrate transformational leadership to improve their effectiveness when conducting online classes.

Exploring the relationship between teacher talk supports and student engagement from the perspective of students’ perceived care

ABSTRACT It is still a challenge for students to engage in classroom dialogue actively and realize effective dialogue-based learning, as classroom dialogue are influenced by a multitude of factors. It is reasonable to believe that by delving into a specific variable (perceived care) to gain insights into its potential impact on dialogue engagement, which deepen the understanding of teacher–student relationships in the classroom. This study investigated dynamic teacher–student dialogues and their association with students’ perceived care by adopting a mixed method. In WSZ-AI System developed by our research group, 71 students and a teacher from Grade Seven were selected in the research firstly. A coding scheme for student discourse engagement was developed and the coding scheme for teacher talk support was employed. Based on these two coding schemes and technology-assisted coding, all teacher–student dialogues are coded in every turn-taking. Finally, lag sequence analysis and state space grid analysis are used to analyze dynamic dialogues and its relationship with student perceived care, and interviews are used to verify the results of quantitative analysis and understand students’ perception of classroom dialogue. In addition, we also analyze the differences between various achievers in high perceived care (HC) group and low perceived care (LC) group. Quantitative results demonstrated that teacher–student dialogue patterns are related to the students’ perceived teacher care. The interaction patterns were more stable in students who perceived high teacher care as well as their discourse engagement status over the semester. The follow-up qualitative results show that the teachers’ talk supports affect students’ perceived care and students with high perceived care are more willing to engage in their dialogue. Concerning the importance of student-perceived teacher care, this study provides a unique perspective for educators to establish a safe and supportive classroom environment which promotes the students’ dialogue engagement and provides scaffolding and support to help students complete knowledge construction.

Effects of Teacher and Student Relationships to Enhance the Learning Process

Teacher-student relationships are the keys to the success of both teachers and students. As part of classroom management, such relationships are the most important factors in determining whether teachers work as successfully. Library research deign is used in this research, to fill the gap the researchers reviewed (11) reliable research articles and (3) academic books. In this study, research population has not chosen because it has done based on library research method. The result obtained in this research by the library research method as a survey is as follow, which are the answer to the research questions. To have good and successful teaching the teachers should have good relationships with students in learning process. Research shows that, strategies teachers use, makes students feel engaged and stimulated to participate in the learning process. The study shows that, student’s positive relationship with their teachers positively impacts their interest and motivation in school which contributes to the enhancement of the learning process. Thus, researchers have found that, if teachers have good rapport with their students it effects on students learning process positively.

Does the role of personal academic tutor have an impact on staff wellbeing?

ABSTRACT This paper explores the experience of acting as a personal academic tutor (PAT) at a medium sized University in the West Midlands. The researchers aimed to establish the robustness of the PAT system, with a focus on wellbeing of both staff and students. This research took place within the context of growing concerns for student and staff wellbeing. A thematic analysis (n) 26 full time employees with at least 1-year PAT experience identified 3 key themes; self, others/ systems and resilience. Subordinate themes within each include; Burden, self as context, mental health, resilience, boundaries, deployment, experience systems and support. The researchers then re-examined the thematic data through the lens of Transactional Analysis. Karpmans’ (1968, 40-42) drama triangle became evident in the development within the PAT student relationship and its incumbent complexity. The effects on staff wellbeing were discussed and found to have both positive and negative consequences. As part of future PAT training the researchers would suggest using the drama triangle for staff to reflect honestly on current positions in their PAT relationships. This should present possibilities in each relationship of movement towards the winner's triangle and reduce the emotional burden of the PAT while increasing student self-efficacy.

Parents' Retrospectively Recalled Structured Feeding Practices Are Associated With Lower Current Disordered Eating and Mental Health Concerns in Their Young Adult Children: Findings in Parent-Child Dyads

Abstract: Parental feeding practices are linked to child disordered eating. Less research has examined these associations in young adult children, particularly college-aged, and studies examining relationships between parent feeding practices and mental health concerns are also limited. Examining these relationships in college students is important because higher education represents a period of marked development and maintenance of maladaptive eating behaviors and mental health concerns. A cross-sectional study with the inclusion of 64 parent-child (i.e., young adult) dyads examined relationships between retrospective parental feeding practices and current disordered eating and mental health concerns in their young adult children. Higher retrospective parental structured feeding practices were associated with lower young adult current disordered eating and mental health concerns. Collegiate health-promotion programs may consider college students' early food environments, particularly structured food environments, as factors that may be associated with adaptive eating behaviors and better mental health outcomes.