Teacher-student Relationship Research Articles

University Teacher´'s Relational Competence in Online Teaching

Universities have strengthened their capacity to conduct teaching online since the COVID-19 pandemic, yet online teaching poses new challenges for teacher-student relationships (TSR). International research emphasizes the significance of TSR for learning, but there is a lack of research on how TSR is built in digital classrooms. This paper discusses teachers’ relational competence as manifested in online teaching. Microscopic Relational Analysis (MRA) was used to explore a university teacher’s relational competence, focusing on nonverbal communication. The analysis shows how changeable and vulnerable the TSR can be. This is a characteristic of TSR in teaching face-to-face, but it is hardly expected of TSR in online teaching. In addition, the study indicates that teachers’ nonverbal communication is an important feature in this context. The MRA suggests that a teacher’s sensitivity to detecting a student’s subtle cues is crucial for successful online TSR. Further, it is suggested that teachers’ relational competence is manifested along five patterns, where respectful communication during the student’s turn is essential. Overall, the study suggests the importance of teachers’ relational competence in fostering a positive and supportive digital learning environment and highlights the need for teacher training and professional development programs to enhance teachers’ relational competence in online teaching.

Viewing the doctor-patient relationship through an educational lens: a reflection on running a diabetes clinic

Diabetes as a disease is characterised by a significant focus on patient training. This article explores the relationship between the diabetologist and the patient as a teacher-student relationship, and how the consultation setting can be modified to facilitate patient learning based on individual need.

Child-Directed Healing Play and student–teacher relationships. Evaluating a promising practice among primary-aged children in Zimbabwe

This mixed methods study evaluates the effectiveness of Child-Directed Healing Play (CDHP) in improving student–teacher relationships in 7 Private Primary Schools in Zimbabwe. Adverse Childhood Experiences (ACEs) questionnaires were administered to 31 trained teachers. Sixty-two children (22 girls and 40 boys) aged between 3 and 12, from ECD to Grade 7 were screened using the Youth Outcome Questionnaires (YOQ) completed by parents. Thirty-one children were assigned into intervention group (IG) and 31 in control group (CG). Quantitative data were gathered at two points in time: prior to the intervention (pre-test) and after the completion of the intervention (post-test) using the Student-Teacher Relationship Scale (STRS) Short Form. Qualitative data were collected using CDHP Session Evaluation Forms. Results showed that 32 % of teachers had 0 ACEs while 40 % had 1 to 2 and 28 % had 3–5 ACEs. The p-values for the “Closeness” and “Conflict” variables were 0.05355 and 0.1378 respectively, indicating the intervention may have improved the “Closeness” and reduced the “Conflict” in the relationships, although the results did not reach statistical significance. Qualitative findings reveal the effectiveness of CDHP in improving closeness through establishment of therapeutic relationships characterised by increased openness, trust, emotional regulation and mutual understanding. The improved closeness between the teacher and student is reflective of the intervention’s potential to be both curative and preventive (resilience-building).

The link between teacher–student relations and sense of school belonging is not equal for all: The moderating role of immigrant status

AbstractTeachers' support and positive teacher–student bonds are key factors in promoting a sense of school belonging (SB) among adolescents. Previous research shows that immigrant‐origin adolescents (IOA's) report lower SB than their non‐immigrant peers do. This study examines if positive teacher–student bonds are equally beneficial for the SB of immigrant‐origin and non‐immigrant adolescents. Using PISA 2022 data, the moderating role of immigrant status in this relationship was assessed in European countries by multi‐level models (NStudents = 151,211, NSchools = 21,629, NCountries = 19). Country‐level analyses revealed that IOA's benefited less from positive teacher–student relations in 6 out of 19 countries. In Sweden, Belgium, and Portugal this moderation effect was conditional on the moderating role of school diversity promotion.

“I enjoy conversing with my professor”: relational maintenance behaviors in the undergraduate student–instructor context

ABSTRACT Scholars of communication, teaching, and learning have been calling for more research on the instructor–student relationship to be studied from an interpersonal perspective. To answer these calls, we conducted a two-step scale development study, first to derive participant-generated responses concerning undergraduate student relational maintenance behaviors and second to construct and validate a scale concerning those behaviors. Of additional interest was to explore reasons as to why students aim to maintain these relationships. A 19-item measure titled the Student Relational Maintenance Scale was created, consisting of making connections, respectful behavior, classroom participation, expressing gratitude, and classroom effort. Additionally, results revealed that both professional reasons and personal reasons motivated students to build these relationships. The results of this study provided further insight into how and why undergraduate college students build positive interpersonal connections with their instructors.

Virtual Learning for Māori Students

This article provides a comprehensive literature review examining virtual learning in the New Zealand schools sector, with a specific focus on understanding and addressing the needs of Māori learners in these online environments. It begins by tracing the historical development of virtual learning in New Zealand from early correspondence courses to the emergence of e-learning clusters and increasing digital technology use. The authors highlight the distinct differences between teaching and learning virtually compared to traditional face-to-face classrooms, exploring unique pedagogical approaches, challenges, and support structures required for effective online instruction and student engagement. Emphasis is placed on the crucial role of fostering strong teacher-student relationships in virtual settings. The article then reviews culturally responsive pedagogies and strategies identified as effective for engaging and supporting Māori learners, and discusses potential frameworks for translating these approaches to online learning environments. The potential of virtual learning to provide more equitable educational opportunities for Māori students, particularly in rural areas, is examined. However, pre-existing socioeconomic inequalities and the digital divide exacerbated by COVID-19 are noted as barriers. Overall, the authors underscore the scarcity of research specifically examining Māori students' experiences and needs in virtual learning contexts. They call for further investigation to better understand and address these gaps, striving to ensure culturally responsive and equitable virtual education opportunities for Māori learners. The paper provides a valuable synthesis of literature and insights into this important issue in New Zealand education.

Opening the Gateway to Oral Participation: Exploring Facilitative Contextual Factors in the Association Between Student Shyness and Hand Raising

This field study examined factors that might influence hand raising in students with high levels of shyness. Data were assessed using student self-reports of shyness and social relatedness factors (student-teacher relationship and peer relationship), observations of instructional factors (wait time, warm calling, class size, and school subject), and behavioral measures of hand raising among 204 middle school students during a school week. Multilevel analyses show that student-teacher relationship and warm calling facilitate hand raising of highly shy students, but also that they less likely raise their hands the better their peer relationship. Thus, the results suggest that both social relatedness and instructional factors can promote hand raising in highly shy students, opening the gateway to their oral participation.

Relationship Between Theological & Sufistic Thought of Sheikh Muhammad Arsyad Al-Banjari: Examining the Book of Hidâyah Al-Râshidîn Al-Mustarsyidîn, the Book of Ushuluddin and Kanz Al-Makrifah

This paper focuses on the relationship between the theological and Sufism thoughts of Shaykh Arshad al-Banjari, especially regarding the concept of twenty attributes and the sentence of tawhid. The study begins with a focus on Hidâyah al-Râshidîn al-Mustarsyidîn. This book, by the descendants of Shaykh Arshad, is attributed to Shaykh Arshad al-Banjari. Through the study of this book, it will be compared with his other works related to the study in the book. Therefore, the comparative method will be used in this study to analyze the relevance of the manuscript of Hidâyah al-Râshidîn al-Mustarsyidîn to the theological and Sufism thoughts of Shaykh Arshad al-Banjari contained in Kitab Ushûluddîn and Kanz al-Maʿrifah, especially related to the concept of the twenty attributes of Allah and the sentence of tawhid. The results show that Hidâyah al-Râshidîn al-Mustarsyidîn is the work of Shaykh al-Jauhari, not the work of Shaykh Arshad al-Banjari, but through this book, it can be assumed that he had a teacher-student relationship with Shaykh al-Jauhari and this book also serves as a link in Shaykh Arshad's theological and Sufism thoughts in Kitab Ushûluddîn and Kanz al-Maʿrifah which emphasize the tawhid of the twenty attributes of Allah and the dhikr of tawhid which is relevant to Imam Sanusi's book Umm al-Barâhin.

Intervención de la motivación docente en el logro de los objetivos de aprendizaje: Percepción de los docentes

Maintaining a conducive classroom environment and achieving the desired outcomes in students are among the many challenges inherent to teaching practice. This study sought to update the perspectives of a group of educators on the design of an engaging, modern, and innovative teaching framework, with a focus on effective strategies and techniques for fostering sound academic practices and motivation. The research employed a mixed-method approach, combining qualitative and quantitative methods within a bibliographic, descriptive, and non-experimental framework. The study involved the participation of 25 teachers from an educational institution, who voluntarily completed a questionnaire via a Google Forms link. The questionnaire aimed to assess the degree of motivation, which was evaluated across the following dimensions: creativity, student-teacher relationships, resilience, and persistence. The results indicated that teachers perceive a positive correlation between knowledge, motivation, and effective teaching practices in achieving learning objectives. Additionally, the findings highlight the recognition of teachers' attitudes toward their teaching role and the ongoing improvement of their pedagogical approaches. Finally, a discussion is presented on the use of motivational strategies and the challenges present in the academic context that impede their implementation, emphasizing the importance of fostering greater student engagement.

Secure base and mental health in children: a narrative review.

Childhood is a crucial period for the formation of an individual's attachment type. Previous studies focused more on how to directly intervene in children's mental health problems such as depression, and less on how to improve children's mental health from the perspective of attachment relationship. Secure base, as one of the core concepts of attachment theory, plays an important role in the whole process of children's psychological development. In this article, we review the concept of the secure base, describe current clinical practice and suggest future directions. A literature search was performed within electronic databases such as Web of Science, PubMed, and CNKI. Chinese and English articles focusing on the secure base and attachment relationship among children were retrieved. Their publication dates were set from the inception of the database to August 6, 2024. While the secure base significantly impacts early childhood, a safe base may also be established through group and teacher-student relationships to activate individual secure attachment schemas. Most prior studies concentrated on the mother-child bond, with limited exploration of the father's role in the family dynamic. Furthermore, children's secure attachment development is not only influenced by parents' secure base script knowledge (SBSK) but also by intergenerational transmission. The underlying structure of secure base scripting knowledge plays a distinct role in middle childhood mental health. The mechanism by which family structure, the functional division of family roles, and the potential structure of safe-base script knowledge influence children's secure attachment development at various stages warrants further elucidation, including investigating cross-gender and cross-cultural stability. To facilitate the development of children's secure attachment pathways, it is essential to consider different attachment styles within parents and diverse family structures (including those in lesbian, gay, bisexual). From a clinical psychotherapy perspective, this review offered novel insights and practical guidance on how the secure base mechanism impacts children's mental health, with the overarching goal of mitigating the risk of mental health problems.

A latent transition analysis of bullying victimization among Chinese adolescents: Links with peer and teacher–student relationships

AbstractBullying victimization is a significant public health concern and has been associated with various mental health problems. This study aims to investigate the heterogeneity and transition patterns of bullying victimization among Chinese adolescents, and the influence of interpersonal relationships on the dynamic process of victimization over a 12‐month period. The valid sample consists of 1246 adolescents (51.8% girls) in seventh–eighth grade, aged 11–15 years (Mage = 13.58, SD = 0.75) at the first measurement. Latent profile analysis and latent transition analysis were utilized to identify latent profiles and transition patterns of victimization among adolescents. The results revealed three subgroups based on the forms and severity of victimization: the high victimized group, the moderately victimized group, and the low victimized group. The low victimized group is the most stable. Individuals who initially belong to low victimized group rarely transition into moderately or high victimized groups over time. The moderately and high victimized groups changed greatly, with both showing a trend of decreasing levels of victimization. Peer relationships played an important role in preventing victimization, but it was not found that teacher–student relationships had a significant predictive effect.

Teachers’ occupational strain and subjective well-being: digital teaching makes a difference

ABSTRACT This research examined predictors of Austrian secondary school teachers’ occupational strain (mental overload) and subjective well-being (positive emotions) under regular teaching conditions (Study 1, N = 513) and COVID-19 distance teaching (Study 2, N = 1251). Following self-efficacy theory, we assumed teaching self-efficacy and perceived student–teacher relationship to predict mental overload and positive emotions, with digital teaching ability indirectly affecting these outcomes via teaching self-efficacy and student–teacher relationship in Study 2. Structural equation modelling revealed all assumed effects in Study 1, except for the relation between student–teacher relationship and positive emotions. In Study 2, only digital teaching ability was significantly associated with the outcomes, indicating a change in factors relevant to teacher well-being and occupational strain in digital teaching settings.

The Dilemma and Transformation of Teacher Roles in the Context of ChatGPT

Artificial intelligence such as ChatGPT has had a huge impact on the development of education. With the development and application of ChatGPT in the field of education, the issue of teacher roles being challenged has received widespread attention. This article discusses the development issues and transformation paths in the context of ChatGPT. This article believes that the role of teachers faces some challenges under the impact of artificial intelligence and urgently needs to adapt and transform. These issues include the weakening of teacher authority, alienation of teacher-student relationships, insufficient self-awareness of teacher roles, and a gap between knowledge and practice in teacher teaching practice. Based on this, this article analyzes that teachers need to transform from the original single teaching mode to guides, learning partners, "pilots" collaborative educators, integrators of teaching resources, and cultivators of knowledge construction for student learning. Therefore, to help teachers achieve better identity conversion, this article proposes the following suggestions. Teachers should fully understand their educational attributes, actively explore scientific educational methods, enhance their educational technology capabilities, integrate new-era educational resources, and help students become the leaders of learning.

The Opportunities and Challenges of ChatGPT for Ideological and Political Education of College Students

In the 21st century, humanity ushered in a wave of artificial intelligence. In the context of big data, generative artificial intelligence has become an important auxiliary tool in the field of education. ChatGPT has gradually entered the learning life of students and reflected its value in ideological and political education in particular. Through a questionnaire survey, this article takes college students as the research object and aims to grasp their evaluations of using ChatGPT and their views on its application in the field of ideological and political education. Research has found that ChatGPT has advantages in optimizing ideological and political evaluation and management systems, helping students understand political theories, enriching teaching models, and meeting the personalized needs of students. The integration of ChatGPT into the class can not only improve teaching quality but also enhance student's learning efficiency and interest. However, the arrival of ChatGPT has also raised a series of ethical risks, such as spreading incorrect information, personal information leakage, academic misconduct, shallow thinking among students, and alienation of teacher-student relationships. In response to these problems brought about by ChatGPT, this article also proposes corresponding risk governance policies. It is necessary to establish a legal supervision mechanism, improve the level of software research and development, enhance the information literacy of teachers and students, and strengthen academic standardization awareness.

Saudi EFL Students’ Perception of the Quality of Teacher-Student Relationships and the Factors that Impact Their Self-Efficacy Beliefs

This study aimed to explore the perceptions of English as Foreign Language (EFL) students in the Preparatory Year Program (PYP) at a Saudi university about emotional quality of teacher-student relationships and the factors that impact their self-efficacy beliefs in EFL classrooms. To accomplish this, an explanatory sequential mixed methods approach was implemented. Starting with a quantitative approach a questionnaire was distributed to 340 EFL students followed by a qualitative approach in terms of 8 semi-structured interviews were conducted to explore the students’ perceptions. The quantitative data were analyzed statistically using SPSS and the transcribed interviews were coded manually after which a thematic analysis was used to extract the emerging themes. The results demonstrated that students have a positive relationship with their teachers in EFL classrooms and they view their English language teachers as reassuring, reliable, and trustworthy. Students also believe that their relationship with their teachers influences both their academic and personal growth. Finally, the outcomes of this study also showed that students believe that relationship with their significant others, teachers- peers- family members, and outcome expectancy impact their self-efficacy greatly in EFL classrooms. This research provides insight into the emotional quality of teacher-student relationships and students’ self-efficacy in EFL classes, and the findings provide insights that can inform teaching strategies, curriculum development, organizations, and learner support systems.

The Application Inquiry of Immersive Teaching Based on Embodied Cognition Theory in Art Teaching in Junior Middle School

based on the embodied cognitive theory of immersive teaching is a kind of relying on intelligent technology, with embodied cognition as the theoretical basis of teaching method, applied to the junior middle school art classroom teaching, to enhance students' experience, deepen students to the content of comprehension, trigger its positive emotional resonance, promote students comprehensive development of body and mind.Its essential features include the interactivity of learning environment, the equal and harmonious interaction of teacher-student relationship, the dynamics of teaching time and space, and the process and accuracy of learning evaluation. Therefore, this article designs the immersive teaching scheme from the three stages of immersive teaching before, during class and after class, and explores the application strategy of immersive art teaching in junior middle school, hoping to provide reference for improving the effectiveness of art teaching.

Study on the Influencing Factors of Adolescent Mental Health

Adolescent mental health is a popular topic of general concern to the global public, and there are many researchers already finding out various factors that lead to psychological problems represented by depression. However, usually one study only focuses on the analysis of one factor, causing it being lack in a comprehensive consideration of the personal life experience of adolescents. Therefore, this paper collects the questionnaire dataset on Kaggle website and conducts correlation and stepwise regression analysis to explore the factors leading to adolescent depression through the score evaluation on the questionnaire. The results show that typical factors such as teacher-student relationship, academic performance, and safety have a negative impact on adolescent depression, while factors like study load, extracurricular activities, noise level have a positive impact on adolescent depression. Based on this conclusion, this paper suggests that schools should pay more attention to adolescent mental health to ensure that they thrive.

11-month-olds recognize the teacher–student relationship

Understanding how preverbal infants perceive and differentiate the roles of teachers and students can provide profound insights into the early stages of human learning and cognition. We thus developed a paradigm based on the task order and the interactive position to determine if infants understand teacher–student relationships. Five experiments (N = 104), reveal that, after watching the teacher agent instruct the student agent from failure to success, 11-month-old infants looked at the teacher for a longer time when they watched a new naïve agent seek information in a new ambiguous scenario. Three additional control experiments excluded alternative interpretations of infants’ selective looking, suggesting that agents’ order-related actions influenced infants’ identification. Another control experiment demonstrated the importance of the position when the teacher and the student had interactive exchanges. These findings indicate that preverbal infants can recognize the teacher–student relationship, which is crucial to accessing effective information in early life.

Love actually: a thematic review of teacher passion for the subject

What does it mean to feel passionately for the subject one teaches? What does such a passion entail for those involved in the teaching–learning situation? This study focuses on the teacher’s passion for their subject. Nine scholarly texts were reviewed, which allowed for four distinct notions of passion to be discerned: i.e., romantic, friendly, erotic, and divine love. Findings showed also combinations of these notions as well as ontological variations. Inductively created themes revealed that the foundations of these different notions of passion ranged from love of the Truth and the Good to a calling from the subject, and that the character of these notions ranged from them being about intellectual and emotional allure to being about their being disclosed and brought to fulfilment. It also revealed what the different notions of love entailed for the teacher, the student, and the subject itself: for the teacher—from a demand to seek the good in the subject to a requirement to perceive the subject as a voice, the subject in turn making their life meaningful; for the student—from becoming part of the community of “we who love subject X” to a “homecoming of self-hood”; and for the subject itself—from beginning to reveal itself to holding teachers and students accountable. The usefulness of the findings for teacher education and research on teacher–student relations is discussed.

The Study of the Enhancing Program on Double-Qualified Teachers Competency in Local Applied University

Enhancing the competency of double-qualified teachers can significantly improve educational quality, adapt to industry demands, drive educational reform, and support teachers' personal career development and students' overall growth. This study aims to investigate and identify the components of double-qualified teachers' competency in local applied universities by distributing expert confirmation forms to experts in the field of educational management. Additionally, a survey will be conducted among 228 double-qualified teachers from Baise University to explore the current and desired states of their competencies. The PNI modified method will then be used to assess the key priority needs index of double-qualified teachers' competencies in local applied universities. Based on the survey feedback, a training program will be proposed to enhance the competency of double-qualified teachers. The results revealed that: Part 1 of the components of enhancing double-qualified teachers' competency include: i) Proper Ethics, ii) Practical ability, iii) Teaching ability, iv) Reflection and improvement, v) Teacher-student relationship. The suitability of these components was highly rated by experts. Part 2 in the study of the current, desired states, and priority needs of double-qualified teachers' competencies in local applied universities, the current state was generally at a medium level. In the desired state, the competencies of double-qualified teachers were at a very high level. Among the PNI rankings, "Proper ethics" was identified as having the highest priority need. Part 3 is to enhance the competency of double-qualified teachers in local applied universities, the project will use the 70:20:10 learning model. The program consists of 5 components: i) Principles, ii) Objectives, iii) Contents, iv) Development Processes, and v) Measurement and Evaluation. The suitability and feasibility of the program were evaluated by 5 experts. The results indicated that both the suitability and feasibility of the program were at the highest level. This study is significant for enhancing the competency of double-qualified teachers in local applied universities, as it can provide a reference framework for the training of double-qualified teachers' competencies.