Students In Relation Research Articles

Teacher–student relationships, stress, and psychosocial functioning during early adolescence

AbstractEarly adolescence is a time of increased stress and risk for poorer psychosocial functioning, but few studies have explored the relationship between stress and psychosocial functioning in the context of teacher–student relationships during early adolescence. This study used a two‐wave longitudinal design to investigate the unique and interactive effects of stress and teacher–student relationships on anxiety/depression, aggression, and rule‐breaking behaviors. The sample included 288 sixth‐ and seventh‐grade students (Mage = 12.01; 54% females; 47% Black, 36% White, 9% Hispanic) and their parents and teachers. Student‐perceived stress and teacher‐reported teacher–student conflict were related to more aggressive and rule breaking behaviors at Wave 1; perceived stress also predicted more anxiety/depression symptoms at Wave 1. Further, teacher‐reported teacher–student closeness predicted less aggressive behaviors over time. The findings suggest that interventions that promote stress management and positive teacher–student relationships may reduce adjustment problems concurrently and over time among early adolescents.

The professional development of rural teachers in China based on their relationship with “left-behind” children

ABSTARCT This study explores the professional development (PD) of rural teachers in China based on their relationship with “left-behind” children, guided by two research questions:) How do rural teachers describe their relationship with left-behind children? and 2) How do rural teachers perceive the influence of their relationship with left-behind children on PD? The study revealed that Chinese rural school teachers experienced complex teacher–student relationships, both positive and negative, with left-behind children. Essentially, this study found that rural teachers are more likely to experience negative, conflict-ridden teacher–student relationships that can be attributed to left-behind children’s psychological or behavioural problems, lack of support from parents of rural children, respect and understanding, as well as rural schools’ inappropriate educational and management methods. However, the current study is not aimed at criticising the negative impact of teacher–student relationships on rural teachers’ PD. Instead, it argues that by reflecting the challenges of teacher–student relationship with regard to left-behind children, rural teachers have become reflective and critically reflective practitioners to improve their PD. This finding enriches the understanding of how teacher–student relationships influence rural teachers’ PD, and also provides recommendations from multiple dimensions to enhance these teachers’ PD and education.

The relationship of university students' childhood mental trauma with depression, anxiety and stress

Objectives: The aim of this study is to examine the relationships between childhood mental trauma experiences, depression, anxiety and stress concepts. Methods: The research is a descriptive and relationship-seeking type of study. The study sample consisted of 192 students. Data were collected with the “Personal Information Form, Childhood Mental Trauma Scale and Depression Anxiety Stress Scale Short Form”. Results: The rate of students who stated that they were exposed to any trauma in their childhood is 74%. The majority of students reported physical (28.2%) and emotional abuse (33.1%). Those who were exposed to childhood traumas had high Depression Anxiety Stress Scale anxiety and depression subscale scores, and the difference between them was statistically significant. When the correlations between the scales are examined; There was a positive correlation between Depression Anxiety Stress Scale depression sub-dimension and Childhood Mental Trauma Scale total and physical abuse sub-dimensions, and a positive significant relationship between anxiety sub-dimensions and Childhood Mental Trauma Scale total, physical abuse, emotional abuse, and emotional neglect sub-dimensions. Conclusions: Childhood traumas are one of the important risk factors especially for depression and anxiety disorders. It can be recommended to take mental health measures to prevent the negative consequences of childhood traumas observed in adulthood, to provide psychosocial support to students and to include practices that will increase psychological resilience.

Family Relations of University Students in Times of Pandemic by COVID-19: Feelings and Tensions

Objective: The objective of this research was to reveal the feelings and tensions that characterize the family relationships of university students in times of pandemic and confinement conditions due to COVID-19. Methods: The method was qualitative, and the feelings and tensions in the family and educational context of 584 university students were evaluated, from a qualitative proposal and a hermeneutic approach, anchored to the question: How have the affective manifestations been, in terms of feelings and tensions, in the family relationships of university students, academically active, in the Caribbean Region of Colombia, during the mandatory confinement process derived from the COVID 19 pandemic?. The methodological design was structured from the concepts of the Grounded Theory, applied to the data obtained through virtual techniques and instruments, such as an online survey. The organization of the information to generate the results was made from descriptive, analytical and interpretive coding, supported by matrices and theoretical maps. Results and Discussion: There are feelings and tensions in three directions: Negative Feelings (in tension) such as anxiety, stress and depression; positive feelings, joy, adaptation and ambiguous feelings, which show ambivalence and variability, which are reflected in family relationships and three senses: They have improved, remain the same and have worsened, according to each type, dynamics and characteristics of the family, associated with gender, coping mechanisms and socioeconomic level. Conclusion: Families were transformed due to the pandemic, and relationships and interactions were found that exacerbated tensions or factors of protection and care among family members, with emotional overload, with stress from work and study.

Relationship of Students’ Attitude towards Science with Their Learning Approach: A Gender and Socioeconomic Status (SES)

For decades, students’ attitude toward science has been debated within diverse contexts, and the growth of positive attitude toward science has been a key goal of science. Classroom learning approaches for science students are a strong factor that predicts and determines the attitude of science students. Current research focused on the relationship of students’ attitudes towards science with their learning approach, meaningful and rote learning approaches on gender and SES basis by using 1966 science students from selected public secondary schools of Pakistan. The empirical results are estimated by using TOSRA approach by using a reliability value of 0.89 as an attitude scale. To measure the Learning Approach (LAQ), Cavallo (1996) scale was used (eliability value 0.74 for the Learning Approach scale, 0.56 for the Meaningful Learning scale, and r = 0.58 for the rote Learning scale). Alongside descriptive statistics, Pearson r was used in this research. Pearson r results revealed a positive and significant correlation between the variables, and a similar relationship was found for genders with no differences. The findings of this study would open new horizons for future researchers by showing the relation between different variables for wider consideration of the perspective.

Relationship of Students' Attitude towards Science with Their Self- Concept: A Gender and Socioeconomic Status (SES) Based Study

This study gauges the relationship of students' self-concept with respect to their attitude towards science. The randomly selected sample consisted of 1966, 10th grade science students. The science-related attitude was measured through an adapted version of TOSRA (r= 0.89). For Self-Concept, a questionnaire developed by Rana (2002) having r = 0.87 was used. For SES family income, parents' education and nature of job were considered. Pearson r along with descriptive statistics and t-tests was used for data analysis. Analysis revealed all respondents had a positive self concept and attitude towards science. Respondents' self-concept on the basis of gender as well as among three levels of SES was not significantly different. A moderate, positive and significant correlation was found between both variables. A similar pattern was seen in the case of male, female, low-level SES and medium-level SES respondents separately, but the relationship was weak though positive and significant for respondents of high-level SES.

Perception of Hearing-Impaired Students About Their University Fellows in Inclusive Environments

This study investigated the interpersonal relationship of hearing-impaired students in inclusive universities with their typical peers and fellows. A convenient sampling method was used. Data was collected from three inclusive universities in Lahore through a survey. The sample consisted of 57 hearing-impaired students. SPSS software was utilized for calculating frequency distributions and conducting ANOVA, and t-test analyses. Results showed that most of the hearing-impaired students enjoyed group activities with peers, learned to communicate, and helped operate computers.However, sometimes peers made them feel isolated in classrooms. No significant difference was found between perceptions of male and female students across degree programs or universities.

Tiers 1 and 2 of a German MTSS: impact of a multiple baseline study on elementary school students with disruptive behavior

IntroductionThe prevalence of disruptive behavior is increasing worldwide, affecting the learning process and classroom climate, teacher–student relationships, and peer interactions. Disruptive behavior in childhood can have detrimental effects on a child’s long-term growth and may predict similar behavior in adolescence and adulthood. Thus, it is not only contemporary education and school research that are concerned with addressing the issues of teacher workload reduction and improvement of students’ learning environment, but it is also a socially relevant issue. The Multi-tiered Systems of Supports (MTSS) effectively mitigates some of these challenges in the education system and is recognized as a successful framework.MethodsTherefore, this single-case study examined the first two tiers of an MTSS developed in Germany (Multimo) to determine the impact of its implementation on 32 students with disruptive behavior. The first hypothesis propose that the implementation of Tier 1 can effectively decrease disruptive behavior among all students and the second one that assigning students to Tier 2 can provide an additional reduction in disruptive behavior. Data analysis included multilevel analyses with piecewise-multilevel models and the overlap index, the Nonoverlap of All Pairs, based on teachers’ direct behavior rating. All analyses focused exclusively on the outcome variable of disruptive behavior, which was estimated based on teachers’ daily behavior ratings.ResultsThe results of the study showed a significant reduction of disruptive behavior in elementary school students at Tier 1. Disruptive behavior decreased at Tier 2 as well but did not show a significant change compared with Tier 1.DiscussionThe study concludes that in the context of an MTSS, the Good Behavior Game and Daily Behavior Report Card can be used together.

Personality Development – A missing outcome competency that future Doctors will need

Personality Development – A missing outcome competency that future Doctors will need

Perception of Students of Master and Supervisors about Online Research Supervision in Medical Education

Introduction: People from different specialty backgrounds and experiences join masters program every year. Therefore, they face novel situations and come across new problems as they are not aware of the subject earlierObjective: To explore the perception of master’s students and supervisors about Online Research Supervision in Medical Education and how things can be improved to make Online Research Supervision more effective.Methods: A qualitative phenomenological approach was adopted in this study by using homogenous purposive sampling whereby ten students and seven supervisors of Masters in Medical Education were interviewed-semi structured, which were transcribed. The data was analyzed thematically to make themes and subthemes.Results: The qualitative analysis of semi-structured interviews taken from the students and supervisors generated three broad themes and thirteen subthemes: the advantages of online research supervision to be convenience, availability, cost effectiveness and role of technology while the disadvantages of online research Supervisionto be technological failure and lack of computer skills, strained student supervisor relationship, non-serious attitude and time constraints. The Recommendations for Improvement included students’ attitude, students’ diversity, planning, implementation of policies and technology literacy.Conclusion: In online mode, a continuous motivational effort is required on the part of the student. Online Supervisors should be vigilant to the educational and experience related differences among the students in Medical Education that can affect understanding and expectations between their students and themselves.
 KEYWORDS: Online Research supervision, master’s supervision, perceptions, effective supervision, Medical Education

Parental Role and Student Interests: Impact on Math Learning Outcomes

This study aimed to investigate the relationship between students' perceptions of parental roles, their learning interests, and mathematics learning outcomes in elementary schools. Non-experimental quantitative research methods with a correlational design were employed. Data were collected through questionnaires and documentation, and analyzed using SPSS with multiple correlation and regression tests. The results of the multiple correlation test indicated a non-significant correlation (Sig. F change = 0.705 > 0.05), suggesting no relationship between the variables. Similarly, the multiple regression test revealed that neither the perceived parental role (X1) nor learning interest (X2) had a significant correlation with mathematics learning outcomes (Y), as the t-values (0.710 and 0.430) were smaller than the critical t-value (2.086). The obtained value of R (0.185) fell within the uncorrelated category according to established guidelines. Consequently, it can be concluded that there is no significant relationship between students' perceptions of parental roles and learning interests on mathematics learning outcomes in elementary schools. These findings emphasize the need to explore additional factors that may influence students' academic achievements and to develop targeted interventions to enhance mathematics learning outcomes. 
 Highlights:
 
 Study investigated the relationship between parental roles, student interests, and math learning outcomes.
 Non-experimental quantitative methods were used with correlational design.
 No significant correlation found between parental roles, student interests, and math learning outcomes in elementary schools.
 
 Keywords: Parental Role, Student Interests, Math Learning Outcomes, Elementary Schools, Correlation.

The association between teacher–student relationships and school engagement: an investigation of gender differences

This study examined gender differences in the associations among teacher–student relationships and three types of school engagement (i.e. behavioural engagement, emotional engagement, and cognitive engagement) among elementary students by using Multi-Group Structural Equation Modelling (MGSEM). For both boys and girls, negative teacher–student relationships (i.e. Conflict) had a stronger association with their school engagement than did positive teacher–student relationships (i.e. Closeness). However, several salient gender discrepancies were found. Specifically, Conflict had a stronger relation with girls’ emotional engagement than it did with boys’ emotional engagement. Girls’ cognitive engagement had no significant association with their teacher–student relationship, while boys’ cognitive engagement was predicted by both Closeness and Conflict. Theoretical and practical implications were discussed.

Teachers’ Emotions: Validation of the Teacher Emotions Scales in Albanian

The topic of teacher emotions has gained increasing research attention over the past years. Initial predominantly qualitative inquiry methods have been complemented by quantitative ones, and different instruments to measure teacher emotions have been developed. These instruments mainly stem from Western, educated, industrialized, rich, and democratic (WEIRD) countries, and yet it is still unknown if these instruments are of universal cultural functionality. The current study aimed to validate the Teacher Emotions Scale (TES) in the low-to-middle income, Southeastern European country of Kosovo. Findings from N = 258 teachers in Kosovo provide evidence that TES-Albanian operates equivalently in terms of factor structure as the original German version of TES and the English version. Supporting the external validity of the scale, we found consistent low-to-medium relationships between the three emotions measured with the TES (enjoyment, anger, and anxiety) with other teachers’ experiential and behavioral constructs such as positive and negative affect, job satisfaction, burnout, self-efficacy, and the teacher–student relationship. Overall, we conclude that TES can effectively be translated into different languages to measure teacher emotions also in non-WEIRD cultural contexts.

Teacher- Student Relationship of University Students in relation to their Academic Achievement

Teacher- Student Relationship of University Students in relation to their Academic Achievement

Oral Corrective Feedback in the Perception of Islamic Junior High School English Teachers and Students

This research aimed to investigate oral corrective feedback (OCF) practice, teachers’ and students’ perception toward it and the relationship among those three. It is a basic interpretive study which involved three English teachers and students from three classes of the eighth grade (thirty-six students for each) in a state-Islamic junior high school. The data collection method covered observation sheets, video recordings, a questionnaire and interview. The results showed explicit correction and recasting as the highest appearance frequency of OCF practice because the teachers felt that both types are the most effective and simplest way to provide feedback. They have the same perception that providing OCF can make the students’ speaking become better, but it still needs to consider their feelings. Even though, students’ perceptions showed different and makes them pay less attention because they see it as something usual. However, they feel fine to accept it as long as it uses an ‘easy-understood’ type of OCF and not mad or shy when they receive it at all. Then, it showed that the relationship of OCF, teachers’ and students’ perception is aligned for the OCF practice and the feelings but missed in the perception of teachers’ purpose of giving OCF and how students take it for their next speaking. All in all, considering how OCF is implemented, which is viewed from both teachers and students, can influence how well the OCF may work for achieving better English speaking.

Teacher–student relationships and peer victimization among Chinese children: The roles of peer status and gender

AbstractPrevious studies have shown that peer victimization causes a great variety of severe adverse effects on children's development, and it is necessary to explore the influential factors and mechanisms of peer victimization. This study examined the associations between teacher–student relationships and peer victimization, as well as the roles of peer status and gender in China. The participants were 734 primary school students from Grades 5 ~ 6. Structural equation models were conducted to test the roles of peer status in the associations between teacher–student relationships and peer victimization, as well as the gender differences in the above associations. The findings showed that teacher–student closeness negatively predicted peer victimization, and teacher–student conflict positively predicted peer victimization. It was also found that teacher–student conflict but not closeness could negatively predict peer status, which was in turn negatively associated with peer victimization. The above associations did not vary across genders. The findings indicated that both teacher–student closeness and conflict were directly associated with children's peer victimization, and teacher–student conflict was indirectly associated with peer victimization via peer status. This implies that interventions for decreasing children's peer victimization should not only focus on improving teacher–student relationships but also target peer status.

Supporting a Responsive Transition to High School through a Summer Transition Camp

In this qualitative case study (n = 32), researchers sought to understand the ways a multi-day summer transition camp may help incoming ninth-grade students experience a developmentally responsive transition into high school. The findings revealed camp helped support students’ procedural, social, and academic-related needs and concerns. Learning the school layout and policies helped support students’ procedural-related needs and concerns. Promoting student–student, educator–student, and school–student relationships helped support students’ social-related needs and concerns. Attending academic classes and communicating expectations for academic success helped support students’ academic-related needs and concerns. A summer camp may foster a responsive transition and mitigate school failure, but must be developed and delivered based on students’ developmental and transition-related needs and concerns. Furthermore, students must perceive camp activities as actually supporting their needs and concerns.

Sharing Knowledge to Promote Proactive Multi-environments in the WoT

The main goal of the Web of Things (WoT) is to improve people’s quality of life by automating tasks and simplifying human–device interactions with ubiquitous systems. However, the management of devices still has to be done manually, which wastes a lot of time as their number increases. Thus, the expected benefits are not achieved. This management overhead is even greater when users change environments, new devices are added, or existing devices are modified. All this requires time-consuming customization of configurations and interactions. To facilitate this, learning systems help manage automation tasks. However, these require extensive learning times to achieve customization and cannot manage multiple environments so new approaches are needed to manage multiple environments dynamically. This work focuses on knowledge distillation and teacher–student relationships to transfer knowledge between IoT environments in a model-agnostic manner, allowing users to share their knowledge each time they encounter a new environment. This work allowed us to eliminate training times and achieve an average accuracy of 94.70%, making model automation effective from the acquisition in proactive WoT multi-environments.

A Multifaceted Educational Intervention in the Doctor-Patient Relationship for Medical Students to Incorporate Patient Agendas in Simulated Encounters.

From the beginning of their clinical training, medical students demonstrate difficulties when incorporating patient perspectives. This study aimed to assess if students, after an instructional programme, increased their sensitivity towards patients' needs and carried out bidirectional conversations. An observational study involving 109 medical students prior to their clerkships was designed. They attended a five-step training programme designed to encourage the use of communication skills (CSs) to obtain patients' perspectives. The course developed experiential and reflective educational strategies. The students improved their use of CSs throughout three sessions, and the overall score for these patient consultations went up in the opinions of both the external observer (EO) (5; 6.6; 7.5) and the simulated patients SPs (5.3; 6.6; 7.8). Most of the students (83.9%) considered that the CSs addressed were useful for clinical practice, particularly the interviews and the feedback received by the SP and the lecturer. The programme seems to help the students use CSs that facilitate a more bidirectional conversation in a simulated learning environment. It is feasible to integrate these skills into a broader training programme. More research is needed to assess whether the results are applicable to students in real settings and whether they influence additional outcomes.

Re-orientating systematic reviews to rigorously examine what works, for whom and how: Example of a realist systematic review of school-based prevention of dating and gender violence.

Conventional systematic reviews offer few insights into for whom and how interventions work. 'Realist reviews' examine such questions via examining 'context-mechanism-outcome configurations' (CMOCs) but are insufficiently rigorous in how evidence is identified, assessed and synthesised. We developed 'realist systematic reviews', addressing similar questions to realist reviews but using rigorous methods. We applied this to synthesising evidence on school-based prevention of dating and relationship violence (DRV) and gender-based violence (GBV). This paper reflects on overall methods and findings, drawing on papers reporting each analysis. Drawing on intervention descriptions, theories of change and process evaluations, we developed initial CMOC hypotheses: interventions triggering 'school-transformation' mechanisms (preventing violence by changing school environments) will achieve larger effects than those triggering 'basic-safety' (stopping violence by emphasising its unacceptability) or 'positive-development' (developing students' broader skills and relationships) mechanisms; however, school transformation would only work in schools with high organisational capacity. We used various innovative analyses, some of which aimed to test these hypotheses and some of which were inductive, drawing on available findings to augment and refine the CMOCs. Overall, interventions were effective in reducing long-term DRV but not GBV or short-term DRV. DRV prevention occurred most effectively via the 'basic-safety' mechanism. 'School-transformation' mechanisms were more effective in preventing GBV but only in high-income countries. Impacts on long-term DRV victimisation were greater when working with a critical mass of participating girls. Impacts on long-term DRV perpetration were greater for boys. Interventions were more effective when focusing on skills, attitudes and relationships, or lacking parental involvement or victim stories. Our method provided novel insights and should be useful to policy-makers seeking the best interventions for their contexts and the most information to inform implementation.