Teacher-student Relationship Research Articles

Students respond positively to an instructor collecting and sharing aggregated class demographic data from a survey in a high-enrollment physiology course.

The impersonal nature of high-enrollment science courses makes it difficult to build student-instructor relationships, which can negatively impact student learning and engagement, especially for members of marginalized groups. In this study, we explored whether an instructor collecting and sharing aggregated student demographics could positively impact student-instructor relationships. We surveyed students in a high-enrollment physiology course about their perceptions of their instructor a) distributing a demographic survey, and b) sharing aggregated survey results in class. We found that 72% of students appreciated the demographic survey, and 91% thought it helped their instructor get to know them. Further, 73% of students expressed that the instructor sharing aggregated demographic data in class positively impacted their overall course experience, and over 90% thought both the collection and sharing of demographic data was appropriate. Most students felt both parts of the intervention increased their sense of belonging in class, increased how connected they felt to their instructor, and made their instructor seem more approachable and inclusive, but also made some students feel more different from their peers. Women and non-binary students felt the demographic survey increased instructor approachability more than men, and liberal students felt the survey increased instructor approachability more than non-liberal students. Compared to men, women and non-binary students were more likely to report that taking the survey increased instructor inclusivity and made them feel less different from their peers. Based on these results, collecting student demographic information and sharing it in aggregate may be a practical, effective way to enhance student-instructor relationships.

Expressions of gratitude in education: an analysis of the #ThankYourTeacher campaign

Teachers play a significant societal role, yet many feel underappreciated, and commonly cite this as a reason for considering leaving the profession. This study investigated responses to the #ThankYourTeacher social media campaign, which was created to generate public expressions of gratitude towards teachers. Data were collected from Twitter, Instagram, a campaign website, and public events and thematically analysed. Orr’s (1992) Head, Heart, and Hands Model of Transformational Learning was used as a framework for understanding the qualities of teachers and their teaching that participants appreciated. Notably, more individuals expressed gratitude for teachers’ motivational and compassionate qualities (Heart) and their enthusiasm and leadership (Hands) than for their subject knowledge (Head). These findings underscore the importance of the teacher-student relationship and relational qualities over subject expertise. This study also highlights the potential for further research into the impacts of practicing gratitude towards teachers and increasing teachers’ sense of being valued and appreciated.

Teacher-student relationship as resilience strengthener in novice teachers before and during the pandemic

Teacher-student relationship as resilience strengthener in novice teachers before and during the pandemic

Teachers’ mental health and well-being in education: What can be improved for the education system in Indonesia?

This article is based on a review of teachers' mental health, and well-being is closely linked to student outcomes and the overall school environment. Teachers' mental health and well-being are essential components of the educational landscape, profoundly influencing not only their personal lives but also the well-being and academic achievements of their students. This article explores the intricate connections between teachers' mental health, student-teacher relationships, educational experiences, and the surrounding environment. Research shows that when teachers experience poor mental well-being, it can negatively impact students' mental health, resulting in adverse effects on the teaching and learning process. Consequently, it is crucial to implement interventions that bolster teachers' mental health, which can subsequently improve student learning outcomes. The article advocates for a holistic approach to enhancing teachers' mental health in Indonesia, which includes mental health literacy training, continuous professional development, and the establishment of supportive school environments. Training that emphasizes understanding mental health issues and the significance of seeking assistance can shift teachers' perspectives on mental health, promoting a more inclusive and supportive school culture. Furthermore, social support from colleagues and the broader community is highlighted as a vital element in improving teachers' mental health literacy. By adopting support systems akin to those found in other countries, such as Japan, Indonesia can foster a more conducive environment for both teachers and students. The article underscores the importance of structural and cultural transformations within schools to enhance the mental health of both educators and students. Through the implementation of evidence-based strategies, Indonesia can cultivate a healthier and more supportive educational atmosphere, ultimately benefiting the well-being of the entire school community.

Peer attachment in adolescence: What are the individual and relational associated factors?

AbstractThe quality of peer attachment in adolescence is an important determinant of psychosocial adjustment. To date, few clear conclusions can be drawn about the most important factors associated with the quality of peer attachment. This study aimed to identify the most important individual and relational factors associated with peer attachment quality, and to establish their relative contribution. Early adolescents (N = 634, 45.7% girls), 11.29 years on average at the first measurement time, participated in the longitudinal study. Individual and relational factors were measured at T1; parent and peer attachment quality were measured at T2, 2 years later. First, a multiple linear regression analysis was performed using the global score for peer attachment as the outcome variable. Second, a path model, including the three specific attachment dimensions (trust, communication, and alienation), was tested. The invariance of the models by sex was also examined. The analyses showed that peer attachment was associated positively with the adolescent–parent attachment relationship, the adolescent's age, as well as the teacher–student relationship, and associated negatively with the presence of internalizing behavior problems and social rejection. These variables helped explain 21.3% of the total variance. Give or take a few nuances, these same variables were also related to the three specific peer attachment dimensions. Sex differences were observed for the associated factors of these specific dimensions. This study highlights the importance of certain relational variables, in both family and school contexts, as correlates of peer attachment.

Strategies for Motivating Students in College English Classroom Teaching

In the context of increasing globalization, the quality of English teaching, as an international lingua franca, directly affects students' overall quality and international competitiveness. By analyzing the current state of college English classroom teaching, this paper explores effective strategies to motivate students and evaluates the implementation effects of these strategies. The study finds that establishing good teacher-student relationships, applying diverse teaching methods, creating engaging classroom environments, providing effective learning feedback, and utilizing multimedia technologies and resources can significantly enhance students' motivation and learning outcomes. This research provides theoretical support and practical guidance for the reform of college English teaching.

Learning goal orientation, social capital, and entrepreneurial intentions: A multigroup analysis within entrepreneurship programs

Drawing upon the social cognitive theory, this study investigates the relationships between learning goal orientation, social capital, entrepreneurial self-efficacy, and entrepreneurial intentions. Survey data were collected among 289 Dutch students who enrolled in an entrepreneurship program. Students completed a questionnaire before and after the program. The results demonstrated that learning goal orientation and student-student relationships positively related to students’ entrepreneurial self-efficacy, which, in turn, fostered their entrepreneurial intentions. However, the impact of teacher-student relationships on entrepreneurial self-efficacy was not significant over and above the impact of student-student relationships. Multigroup analysis showed that students with prior entrepreneurial experience indicated higher learning goal orientation and entrepreneurial intentions, as compared with their counterparts without prior experience. The impact of learning goal orientation on entrepreneurial self-efficacy was significant for students with prior experience, while this relationship remains non-significant for those without prior experience. These findings contribute to continually improving teaching effectiveness of entrepreneurship programs.

Theoretical and Empirical Research on Foreign Language Anxiety and Foreign Language Enjoyment in SLA

This paper explores the theoretical and empirical research on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE) in Second Language Acquisition (SLA). The study delves into the evolution of FLA, a situation-specific anxiety type, and FLE, an emerging focus in Positive Psychology, examining their impact on foreign language learning. By analyzing the findings from four empirical studies, the paper investigates the influence of FLA and FLE on academic performance, their interrelationship, and their sources. The results demonstrate that high levels of FLA can significantly hinder language acquisition, while FLE can enhance it by increasing motivation and participation and changing attitude towards target languages and FL teachers. Additionally, the interplay between FLA and FLE varies across different learners and contexts, necessitating a balanced approach that mitigates anxiety while promoting enjoyment. This research offers pedagogical implications aimed at enhancing foreign language learning by fostering a supportive and enjoyable classroom atmosphere, promoting learner motivation, and building strong teacher-student relationships.

Factors Associated with School Engagement Changes During the COVID-19 Pandemic Among Finnish Middle School Students

Abstract: Introduction: “School engagement” refers to the feelings and thoughts pupils have for school, which, according to theory, can be divided into behavioral, cognitive, and emotional engagement. Previously identified factors predicting school engagement are teacher-student relationship, individual characteristics, emotional stability, and gender. Aim: The current study addresses changes in behavioral, cognitive, and emotional school engagement during the COVID-19 pandemic. It analyzes the effect of previously identified risk factors on self-reported change in school engagement among middle-school students in Finland. Methods: We collected the data in the spring of 2021. Participants were 1,788 Finnish middle-school pupils (age range 12–17) who responded to an online survey during the school day. Results: After we controlled for multiple tests, the results revealed a few significant factors associated with negative changes in school engagement. However, prior anxiety, depression, or externalizing behavior were related to negative changes. Discussion: Pupils with previous risk factors for low engagement or different kinds of struggles in school were more likely to react negatively to the changes brought forth by the pandemic on several engagement outcomes compared to students with few or no risk factors. In the future, should disruptions of normal school routines be necessary, special attention should be given to planning proper support for at-risk students.

The influence of parents on children's consciousness of gender equality: a multi-group structural equation modeling approach.

This study aimed to understand the consciousness of gender equality among school-aged children in China and its influencing factors using structural equation modeling to explore the pathways, intensity and group differences among these factors. A cross-sectional survey was conducted using stratified random whole-group sampling of primary school students in grades 1-6 and their parents who met the inclusion and exclusion criteria. In this study, 1,312 valid questionnaires were collected from a total of 1,500 school-aged children in Hunan Province, China (effective response rate of 87.5%). Statistical analysis was conducted using SPSS 26.0 and AMOS 24.0 software. Statistical inference consisted of t-tests, analysis of variance, the LSD test, Pearson correlation analysis, multiple stepwise linear regression analysis and structural equation modeling. School-aged children had the lowest consciousness of gender equality in the area of occupation and relatively higher consciousness in the areas of family and school. Children's age, gender, gender role, parent-child relationship, teacher-student relationship and parents' gender equality consciousness had predictive effects on children's consciousness of gender equality. The structural equation model constructed in this study is applicable to school-aged children of different genders. There was a significant difference in the structural equation modeling for children in different study period groups. In the education process, parents and teachers should attempt to improve their own consciousness of gender equality, integrate the concept of androgynous education, enhance close relationships with children, and adopt appropriate education methods according to the characteristics of different groups of children.

Closing the Gaps: An Examination of Student Self-Sabotage, a Willingness to Ask for Help, and Personal-Enacted and Enacted-Relational Identity Gaps in the Student-Instructor Relationship

ABSTRACT The authors investigated students’ (N = 262) perceived personal-relational and enacted-relational identity gaps (for communication instructors) as mediators for the relationship between students’ self-sabotage and students’ willingness to ask their communication instructors for help. The study offers empirical support for the communication theory of identity by observing personal-relational and enacted-relational identity gaps as mediators explaining the relationship between participants’ self-sabotage scores and their willingness to ask for help. Additionally, the study overviews the implications and outlines how communication instructors may combat student self-sabotage and identity gaps.

Emotional intelligence as a mechanism for the prevention of school aggression

This paper evaluated an emotional intelligence program applied to primary school children. The study was conducted with an experimental group and a control group, allowing for a comparison between the program and traditional methods. During the experiment, manifestations of aggression, such as anger, and foul language, among others, were observed, and these behaviors progressively improved until favorable results in the post-test. These results indicate that incorporating programs to develop emotional intelligence can markedly improve student behavior, strengthen peer and teacher relationships, and equip students with vital skills for their future professional and social lives.

Bifurcating and balancing: Language teachers’ emotion regulation motives and professional identity construction in cross‐cultural contexts

AbstractThis study investigated language teachers’ emotion regulation motives (ERMs) and their identity construction in cross‐cultural contexts. Drawing upon qualitative data about eight Chinese as a second language teachers for international students through semi‐structured interviews, classroom observation, and document collection, the study identified three overarching motives and six identities of language teachers: teacher as instructor and disciplinarian who regulated emotions for improving teaching effectiveness, teacher as caregiver and observer who regulated emotions for navigating teacher–student relationships, and teacher as mediator and defender who regulated emotions for reconciling cultural differences. These findings revealed the multifaceted, discipline‐specific, and contradictory nature of language teachers’ ERMs and reflected their balancing of sub‐identities to construct their professional identities in cross‐cultural contexts.

Evaluating factors affecting sexual abuse prevention education for primary school students according to the life skills approach

This comprehensive study delves into the intricate factors influencing sexual abuse prevention education for elementary school students, capturing insights from diverse stakeholders, including 423 students, 115 teachers, and 423 parents. Employing a Likert scale, the research evaluates various dimensions, shedding light on the nuanced dynamics that shape prevention programs. The results reveal that student-related factors, encompassing positive behavior, cognitive capacity, personality traits, and knowledge levels, received moderately positive mean scores. This underscores the significant contribution of inherent qualities and cognitive abilities of primary school students to the effectiveness of sexual abuse prevention education. Moving to family-related factors, parents’ extensive knowledge and understanding garnered a positive mean score of 2.91, signifying a favorable impact, while financial considerations received a slightly lower mean score of 2.92. Notably, parental educational methods and the inclination to delegate educational responsibilities to schools scored higher at 2.99 each, underscoring the influential role parents play in shaping their children's perspectives on sexual abuse prevention. Within the school environment, positive interactions between teachers and students stood out with a mean score of 2.97, emphasizing the pivotal role of supportive teacher-student relationships in facilitating effective sexual abuse prevention education. Societal factors exhibited varying influences, with local customs, culture, and social psychology receiving a mean score of 2.91, indicating a moderately positive impact. However, the development of the internet and information channels scored lower at 2.60, revealing potential challenges in adapting prevention education to the evolving landscape of online information dissemination. These nuanced findings contribute to a deeper understanding of the multifaceted factors shaping sexual abuse prevention education for elementary school students, providing a foundation for evidence-based interventions and policy decisions.

The mediating role of social relationships between perceived classroom management and adolescents' attitudes toward school: a multilevel analysis

Social relationships in the school context – particularly teacher-student relationships and peer relationships – are related to students’ positive attitudes toward school, and consequently are of great importance regarding various aspects of learning and instruction. This can be concluded from studies that examine the influence of social integration on motivation, learning emotions, and positive attitudes toward school as an institution. Additionally, social relationships are closely related to the teacher’s style of instruction and student perceptions of the learning environment provided. However, there is little research so far, on the extent to which positive social relationships mediate correlations between aspects of teaching quality i.e., classroom management, and students’ positive attitudes toward school. Both classroom management and school-related social relationships are constructs that are assumed to be perceived similarly by students within one school, who experience similar conditions in regard to the intensity and frequency of common lessons. However, there are few research findings regarding shared assessments of classroom management and it’s correlations with teacher-student relationships by students within one school or class, and to date no results regarding the shared assessments of peer relationships. Therefore, the current study aimed to examine the correlations between students’ individual and aggregated assessments of social relationships in school and classroom management, with their positive attitudes toward school. The sample consisted of N = 453 polytechnic school students in Upper Austria, from which a weighted dataset was derived. The findings from multilevel mediation analyses support the assumption of the mediating role of both teacher-student relationships and peer relationships regarding the correlation between classroom management and students’ positive attitudes toward school. However, significant correlations were found only at the individual student level.

Self-assessment of professional competence and influential factors among dental students.

Competency-based education is recognized for evaluating dental students' knowledge and skills. However, practical management training, which is the hands-on education and experience in managing operations and patient interactions, does not align fully with this framework. This study aims to assess professional competence and related factors among dental students using self-assessment, contributing to dental education literature, and identifying areas for improvement. A cross-sectional study included 50 total senior dental students from a top-ranked dental school. With a response rate of 100%, data were collected using a structured questionnaire with three sections: personal information, self-assessment of professional competency, and factors influencing competency. Statistical analysis, including descriptive statistics and tests like Chi-square and ANOVA, analyzed the data. The average self-reported professional competence score was 71.15 with a standard deviation of 3.05. Associations between age, gender, grade point average (GPA), and self-reported professional competence were assessed, with no significant links found (p>0.05). Influential factors included interaction with clinical instructors (69.24%) and interest in dentistry (67.03%). No significant differences in self-reported professional competence were observed among students residing on-campus versus off-campus. Age, gender, and GPA do not significantly impact dental students' self-reported professional competence. Positive interaction with instructors and interest in dentistry contribute to skill development. Practical experience and effective educational relationships are crucial. Dental education institutions should improve clinical competence by fostering strong student-instructor relationships, increasing hands-on clinical training, and fostering student interest in dentistry.

Child temperament and trajectories of student-teacher relationships quality.

This study aimed to examine the associations between child temperament and trajectories of the three dimensions of the student-teacher relationship (Closeness, Conflict, and Dependency) during elementary school. Latent class growth analyses conducted among 744 French-Canadian students recruited between 2008 and 2010 (46.8% girls; Mage = 8.39; 90.9% White; 49.7% with externalizing behavior problems) revealed four Closeness trajectories and three Conflict trajectories, but no significant variability between children in mean levels of change in Dependency. Surgency-Extraversion and Effortful control were associated with specific trajectories of Closeness and Conflict. Effortful control was also associated with cross-sectional assessments of Dependency. These results suggest that temperament is a useful construct in understanding developmental patterns of the student-teacher relationship across the elementary school years.

What teachers can do to enhance students’ well-being: Discussion

BackgroundThis special issue sheds light on how students’ well-being can be enhanced through teaching practices, emphasizing the significance of well-being in the educational context. My discussion was rooted in extensive well-being literature, which allowed me to outline key findings about the importance, effects, and conceptualizations of well-being, and factors that may influence well-being. MethodThe issue comprises seven empirical studies, each exploring the relationship between teacher-related variables (e.g., emotions, growth mindset) or teaching-related variables (e.g., intercultural education, need-supportive teaching) and student well-being. It utilizes studies with methodologies ranging from large-scale assessments like the Program for International Student Assessment (PISA) to detailed longitudinal designs across various educational levels and contexts. ResultsFindings underscore the pivotal role of teaching in influencing student well-being. That is, specific teacher behaviors and pedagogical approaches were identified that correlate with student well-being. Key aspects included intercultural education, need-supportive teaching, and positive teacher–student relationships. The methodological strengths of the included studies were their use of large datasets, longitudinal designs, and multi-informant data. Based on these findings, I presented some suggestions for possible methodological improvements. ConclusionThis SI contained impressive articles that can be used as excellent models for research in this area. The findings can also expand our current knowledge by providing a multifaceted, multinational, and multi-informant understanding of the topic. Practical applications are suggested how teachers can support their students’ well-being and highlighted the importance of integrating well-being into educational discourse to provide a foundation for future investigations of teaching and learning processes.

Exploring Multifaceted Expectations from Teachers: An Analysis From Guardians’ and Students’ Perspective

The teachers' role extends beyond academics, including sharing knowledge and imparting moral values and ethics to students. However, guardians and students have multi-dimensional expectations from their teachers, encompassing several facts and figures. Considering the context, this study investigates those multifaceted expectations aiming to bridge the gap and propose measures for enhancing the teachers' ability to meet the expectations of guardians and students. This study has collected data through a structured questionnaire survey. The sample population of this study includes guardians, students, and teachers from primary to tertiary education levels. A total of 384 samples were selected from unknown populations. A descriptive statistical technique (percentage analysis) was applied to identify patterns and trends in the quantitative data. This study finds that the expectations of guardians and students emphasize the teacher’s role as a good human being, guide, and role model. Skills for motivation, thirst for knowledge, empathy, and communication are considered the necessary qualities for an ideal teacher. Moreover, respondents argue that effective teacher-student relationships depend on fairness, openness, accessibility, and compassion. They emphasize enhancing teachers' humility, neutrality, clear communication, and ability to realize the expectations of students. The study recommends measures that may help teachers meet the intricate expectations of guardians and students, such as providing training, opportunities for higher education, ensuring academic support, teacher autonomy and flexibility, and depoliticizing educational institutions. It concludes that enhanced support and teacher training are vital in meeting the complex expectations of guardians and students. The findings of this study contribute to the enhancement of teaching-learning practices and the delivery of quality education

Factors Contributing to Educational Failure Among Secondary School Students in Erbil City.

Background and aim Educational failure among secondary school students in Erbil City is influenced by a complex interplay of factors. This study is crucial as it aims to conduct an in-depth investigation into the various factors contributing to educational failure among secondary school students in Erbil City. Specifically, the study seeks to explore how students' attitudes toward school and learning influence their academic performance, including their levels of engagement, motivation, and perceptions of school. Additionally, it aims to examine the impact of teacher-related factors, such as teaching quality, classroom management, and teacher-student relationships, on students' academic success. Furthermore, the study will assess the role of school resources, including the availability of educational materials and facilities, and the influence of extracurricular activities on students' overall academic outcomes. Methods This cross-sectional study was conducted from March 15, 2023, to June 5, 2024, in nine secondary high schools in Erbil City. A total of 280 students participated in the study, using purposive sampling. The questionnaire comprised demographic information and a self-structured questionnaire with 30 items assessing attitude factors, school teacher factors, and school potential and extracurricular activity factors. Statistical analysis was performed using IBMSPSSStatistics for Windows, Version 28 (Released 2021; IBM Corp., Armonk, New York, United States), with frequency and percentage used for qualitative variables and mean and standard deviation for quantitative variables. Results A total of 280 students participated in the study. The overall mean scores were 1.57 ± 0.37 for school potential and extracurricular activity factors, 1.42 ± 0.43 for attitude factors, and 1.18 ± 0.35 for school teacher factors, indicating that school potential and extracurricular activity factors had the most significant impact on academic performance. Among these, support for students with special needs (262 (93.6%)), strict internal school rules (250 (89.3%)), and availability of career counseling services (239 (85.4%)) were reported as major factors. Attitude factors such as attending school being a pleasure (224 (80.0%)) and seeking assistance from teachers (217 (77.5%)) were significant, while school teacher factors had a lesser impact, with maintaining order in classrooms (252 (90.0%)) and marking absent students' names (262 (93.6%)) being reported as minor factors. Conclusions The study showed that school potential and extracurricular activities were the main causes of educational failure, followed by attitude factors. School teacher factors had the least impact. Policymakers and healthcare providers should prioritize targeted interventions to improve school infrastructure, support students with special needs, and enhance career counseling services. Furthermore, efforts should be made to promote positive attitudes towardschool and learning and to bolster teacher support and training to better address educational challenges.