Teacher-student Relationship Research Articles

The relationship between perceived teacher relatedness-support behavior (RSB) and learning motivation of dancesport students in universities.

The motivational process of physical education (PE) in schools is significantly influenced by social factors, as demonstrated by a number of research based on self-determination theory (SDT). As a proximal factor affecting students' learning motivation, the relatedness support of dancesport teachers plays a key role in promoting the learning motivation and sustainable development of dancesport students. This research aims to test the validity of the second-order model of perceived teacher relatedness support behavior (RSB) and investigate how students' perceptions of their professional teachers directly or indirectly predicted their motivation to learn dancesport. To validate the relationship between the higher-order model and perceived teacher RSB among dancesport majors, this study used the structural equation modeling method for validation and 302 undergraduates majoring in dancesport participated in this investigation. The results showed that students' perceived teacher relatedness support was positively related to intrinsic, integrated, identified, and introjected regulations during dancesport learning and negatively related to external regulation and amotivation. These findings revealed the importance of teacher RSB in dancesport. And this study provides a practical reference for improving the teaching effectiveness of dancesport in universities, promoting harmonious teacher-student relationships, and inspiring students' learning motivation in dancesport. At the same time, it also lays a research foundation for the reform of dancesport teaching in universities and the system of dancesport talent training programs.

Co-Learning Scenarios with the Community: Democratic Practices In and Out of the Design Studio

Design education is characterised by its experiential and practice-oriented approach, emphasising active engagement with projects. The pedagogical focus is on developing individual styles, professional stances, and a receptive attitude towards novel experiences, aligning with the evolving landscape of the design profession. This study explores community engagement in student projects as a means to establish a co-deciding and co-learning infrastructure in the design studio. This participative and democratic approach challenges traditional hierarchies in higher education, transforms the student-instructor relationship, and aligns educational practices with the evolving requirements of the design profession. The study investigates students' insights into co-learning with the community through scenario-building. A workshop conducted with twelve fourth-year undergraduate industrial design students and the thematic analysis of the findings revealed that educational community engagement projects employing inclusionary methods motivate students and foster a positive attitude towards shifting power relations within a democratic design studio structure. The findings also highlight the need for a clear focus, a set of principles for successful engagement, and conflict resolution in the co-learning process, as well as the generative potential of scenario-building as a method for inclusive practices.

Factors Influencing AI Learning Motivation and Personalisation Among Pre-service Teachers in Higher Education

This study examines the integration of artificial intelligence (AI) in education, focusing on motivating pre-service teachers to utilise AI technologies. The research assesses factors influencing their motivation for AI learning and personalisation in higher education. Over 14 weeks, 180 pre-service teachers participated in a qualitative case study with quantitative content analysis. Results indicate a positive attitude towards AI use among these future educators. The study concludes that AI-enhanced learning can significantly improve teacher-student interactions through personalised feedback, learning guidance and collaborative experiences across various platforms. Findings suggest AI has the potential to enhance personalised learning by tailoring content to individual student needs, preferences and learning styles. Educational policies should encourage a balanced approach to AI implementation, recognising its benefits whilst maintaining human interaction. Although AI may reduce face-to-face engagement, striking a balance where it supports rather than replaces human interaction can strengthen teacher-student relationships. By providing detailed insights into students’ progress and challenges, AI can help teachers offer more targeted support and encouragement.

What’s Race Got to Do with It? Relationships Between Racial Match and School Psychologists’ Perceptions in School-Based Consultation

ABSTRACT Multicultural consultee-centered consultation has the potential to improve outcomes for historically marginalized students given its intentional consideration of their unique backgrounds and strengths. However, more research is needed to determine how consultants themselves, as school psychologists, conceptualize student problems, especially when members of the consultation triad differ in their racial identities. The current study analyzed extant data from a larger study examining racial match in consultation (N = 83), in which participants were randomly assigned to view a teacher describing a student referral problem across four conditions: (a) White teacher describing a White student, (b) White teacher describing a Black student, (c) Black teacher describing a White student, and (d) Black teacher describing a Black student. Multiple regression analyses were used to determine the relationships between school psychologists’ perceptions of various aspects of the consultation process, illustrating whether consultants’ representations of the problem differed based on the racial diversity of the consultation triad. Results indicated moderate correlations (r = 0.36 to 0.57; p < .01) among consultants’ perceptions of consultant-consultee collaboration, consultants’ perceptions of teachers’ expectations about students, and consultants’ perceptions of the student-teacher relationship. Participants’ self-reported cultural competence was not significantly correlated with participants’ representation of the problem. Finally, racial match between a White teacher and White student was negatively associated with participants’ perceptions of collaboration (B = - 0.56; p < .001) and positively associated with participants’ perceptions of the student-teacher relationship (B = 0.88; p < .001). Implications for research and practice are provided.

The mediating role of cognitive flexibility in home–school co-education and psychological well-being among Chinese vocational college students

ObjectiveThis study examines the mediating role of cognitive flexibility in the relationship between home-school co-education (H-SCE) and depressive symptom among vocational college students in urban and rural areas of China.MethodsUtilizing the Theory of Overlapping Spheres of Influence, this research explores how H-SCE influences depressive symptom, considering cognitive flexibility as a key mediating factor. The study utilized established scales, including the Inventory of Parent and Peer Attachment (IPPA) for parent-child relationships, the Student-Teacher Relationship Scale (STRS), the Cognitive Flexibility Inventory (CFI), and the Center for Epidemiologic Studies Depression Scale (CES-D10).ResultsA total of 1090 valid questionnaires were analyzed, revealing a significant negative correlation between H-SCE and depressive symptom. Cognitive flexibility was found to partially mediate this relationship, suggesting that enhanced cognitive adaptability, fostered through effective H-SCE, can reduce depressive symptom by helping students better cope with stressors.ConclusionThese findings underscore the importance of fostering strong collaboration between families and schools to enhance cognitive resilience and mitigate psychological challenges faced by vocational students, providing a foundation for targeted interventions to promote mental well-being.

Research On the Trends and Obstacles of The Development of Teacher-Student Relations in Universities Under the Background of Artificial Intelligence

The emergence and continuous iteration and upgrading of artificial intelligence technology have had a significant impact on the field of education. In the field of higher education, the relationship between teachers and students is the most fundamental. A good teacher-student relationship not only affects the effectiveness of educational activities but also affects the personality development and psychological status of students. Therefore, in the context of artificial intelligence, the issue of how to develop the relationship between teachers and students in universities has received widespread attention. Starting from the practical challenges faced by teaching-learning, ethics, and emotional relationships between teachers and students in universities, this article analyzes the need to promote the transformation and upgrading of teacher-student relationships. Based on this, this article proposes to strengthen the subjectivity of teachers and students, pursue higher levels of emotional interaction, and at the same time, abandon knowledge authority, and common beliefs, and pay attention to the individual needs of students.

‘Are we qualified enough for this?’: a mixed-methods study of teachers’ attitudes to social communication and interaction differences in autistic students

ABSTRACT Many autistic pupils are educated within mainstream settings, due to positive changes in inclusive education policies and legislation worldwide. It is acknowledged that teachers’ attitudes can be a facilitator and a barrier to the success of an inclusive classroom, and teachers’ knowledge of autism and training received on different educational needs are potential factors influencing attitudes. Few studies have assessed teachers’ attitudes to social communication and interaction (SCI) differences in autistic students, or factors associated with these attitudes, yet SCI differences can significantly impact student-teacher and student-peer relationships in the classroom. The present study examined teachers’ attitudes to SCI differences to understand how these relate to their general knowledge of autism, and the hours of training received on different educational needs. Data were collected via an online survey and semi-structured interviews. The results showed teachers’ attitudes to SCI differences were significantly positively correlated with knowledge of autism, but not with hours of training received. The interviews generated four themes: (1) manifestation of SCI differences in the classroom, (2) inclusive practices and barriers to inclusion, (3) the role of a teacher and (4) the value of training, and highlighted generally positive teachers’ attitudes towards autistic students with SCI differences, while acknowledging challenges.

Pathways from bullying victimisation to problematic media use in primary school students: do depression and teacher–child relationships matter?

ABSTRACT Previous studies have shown that bullying victimisation is a significant risk factor for problematic media use. However, little is known about the underlying mechanisms involved in this link. This study aimed to examine the association between bullying victimisation and problematic media use among primary school students, as well as the mediating effect of depression and the moderating effect of teacher–student relationships on this association. A total of 341 participants (10.73 ± 0.68 years) from a Chinese primary school completed the structured questionnaire with respect to the study variables. The results showed that depression mediated the association between bullying victimisation and problematic media use and that teacher–student relationships moderated the second stage (depression to problematic media use) of the mediation model. The simple slope analysis indicated that the association between depression and problematic media use was not significant when the relationship between teachers and students was high (bsimple = 0.03, t = 0.30, p > 0.05). As students perceived low levels of relationships with teachers, depression had a significant effect on problematic media use (bsimple = 0.32, t = 3.34, p < 0.01). These findings can provide empirical support for formulating problematic media use intervention measures based on the bullying victimisation experience as well as the important role of depression and teacher–child relationships.

Student-teacher relationship: Written feedback provision and writing performance

Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.

Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective

Research corroborates that classroom atmosphere and the quality of relationships between teachers and learners play a major role in second/foreign language (L2) learning. However, their contribution to learning outcomes has been overlooked. To fill this gap, the present study drew on attachment theory (AT) and self-determination theory (SDT) to assess the interplay between classroom climate, teacher-student relationships, and learning outcomes from the perspective of Chinese EFL students. Moreover, it explored the predictive role of classroom climate and teacher-student relationship in Chinese EFL students’ perceived learning outcomes. To do so, three questionnaires were distributed among a large sample of EFL students (N = 413) in China. Afterward, AMOS software, structural equation modeling (SEM), and confirmatory factor analysis (CFA) were performed to analyze the data. The results showed a strong and significant correlation among perceived learning outcomes, teacher-student relationship, and classroom climate. Regression analysis also revealed that both teacher-student relationship (β =.211, p =.000) and classroom climate (β =.434, p =.000) were significant predictors of EFL learners’ perceived learning outcomes. They could jointly predict 39.8 % of the variance in perceived learning outcomes. The results provide a new understanding of the contributions of learning environment and classroom interactions to students’ learning.

Mediation of enjoyment and burnout in the link between teacher-student relationships and foreign language achievement and its gender differences

ABSTRACT The significance of teacher-student relationships in foreign language (FL) learning has been well-established. However, the intricacies of how teacher-student relationships indirectly influence FL achievement, particularly through the lens of emotional experience, remain to be fully understood. Grounded in attachment theory and control value theory, this study dissected the mediating roles of enjoyment and burnout in the link between teacher-student relationships and FL achievement, and further explored the gender differences in these mediation effects. The survey encompassed 4,900 English learners from Hainan Province, China. Student-reported scales for enjoyment and burnout in English learning were utilized, complemented by an English achievement test. Structural equation modeling (SEM) elucidated that enjoyment and burnout served as partial mediators in the link between teacher-student relationships and English achievement. Furthermore, multi-group SEM revealed gender-specific variations in these mediation effects, with stronger mediation observed in boys than girls. This study offers theoretical, methodological, and pedagogical insights for FL teaching and learning.

The relationship between teacher-student relationships and academic grades among Chinese rural high school students: the moderating role of mental health symptoms and the conditional moderating effect of academic resilience.

This study examines the relationship between Teacher-Student Relationships and academic grades among Chinese rural high school students, focusing on the moderating role of mental health symptoms and the conditional moderating effect of academic resilience. A moderated moderation analysis was conducted via Mplus on data collected from a sample of rural Chinese high school students. SEM was used to test the direct and interactive effects of these variables on academic outcomes. Teacher-Student Relationships were found to have a significant positive association with students' academic grades. Academic resilience plays a conditional moderating role, with students who have higher levels of resilience better able to maintain their academic performance, even when facing psychological distress. This suggests that resilience can buffer the impact of challenges, enhancing the positive influence of TSRs on academic outcomes.

A Meta-Analytic Review of Personality and Teacher-Student Relationships.

This meta-analysis provides the first comprehensive synthesis of associations between student and teacher personality traits and the quality of teacher-student relationships. Fifty-five studies met the eligibility criteria, contributing a total of 238 effect sizes. We used multivariate meta-analysis with robust variance estimation (RVE) to model the dependency of effect sizes. Student prosocial behavior (ρ = 0.59) and proactive personality (ρ = 0.48) were the strongest predictors of positive teacher-student relationship quality. All Big Five traits of students, except neuroticism, showed significant positive associations, with all correlations exceeding 0.4 when holding constant with all other moderators. Teacher agreeableness (ρ = 0.31) and conscientiousness (ρ = 0.29) yielded modest associations. Students with less emotional stability or aggressive behaviors were more likely to experience negative teacher-student relationships, such as conflict and dependency. Our findings highlight the critical role of student personality in explaining the quality of teacher-student interactions. Multiple traits appear equally important, as indicated by comparable effect sizes. The literature is relatively limited when it comes to teacher personality. We were unable to examine teacher traits in relation to teacher-student conflict and dependency, but, overall, agreeable and conscientious teacher behaviors appeared to be important for favorable interactions, whereas teacher neuroticism may undermine the quality of such interactions.

Back to school: Teachers’ initial perceptions of students’ executive function behaviors are important for teacher–student relationships and executive function development

The transition to upper-elementary school marks an important shift when students are expected to independently manage their behaviors, attention, and engagement. The current study used a socioeconomically- and racially/ethnically-diverse sample of upper-elementary school students (N = 336, M age = 9.85 years). Results showed that teachers’ initial perceptions of students’ executive function (EF) behaviors as indexed by how well students adjusted to new situations, remembered multi-step activities, and stayed focused were related to their reports of conflict with students in the spring. Furthermore, teacher–student conflict was linked with teacher-reported EF behaviors in the spring, controlling for EF behaviors in the fall. Finally, teachers’ initial perceptions of students’ EF behaviors were associated with children’s performance on EF tasks in the spring, controlling for direct assessment of EF skills in the fall. Our findings emphasize the role of early teacher perceptions for the development of teacher–student relationships and children’s self-regulation skills during the school year.

Humanizing pedagogies and student‐centered instruction in a networked improvement community

AbstractImproved English Language Arts instruction within classrooms and schools that typically serve low‐income, English Language Learners, and Students with Special Needs is important for ensuring all students receive rigorous and inclusive instruction. From the case of a Networked Improvement Community focused on improving instructional practices through student‐centered routines, this research explores the role of humanizing pedagogies in enabling effective student‐centered instructional routines by interviewing 16 teachers who were identified as particularly successful in working with Students of Color. Two major themes and six subthemes were identified from these interviews focused on building relationships as a foundation for humanizing pedagogies and then leveraging those relationships to create a positive classroom culture that fosters increased student engagement and academic risk‐taking with challenging student‐centered routines. These strong teacher–student relationships and student‐centered routines led to improved academic outcomes.

Differential Contributions of Peer and Teacher–Student Relationships to Mental Health in Early Adolescence

This longitudinal study examined the unique contributions of positive and negative dimensions of early adolescents’ relationships and interactions with teachers and peers to self-esteem and depressive symptoms. Teacher–student relationships and interactions were measured by student reports of teacher closeness and conflict as well as observations of teacher praise and reprimands to the class. Peer acceptance and friendship quantity were used as positive dimensions of peer relationships, and peer rejection and number of mutual antipathies were used as negative dimensions. Data from 990 fourth- to sixth-grade students across 13 schools (53.35% girls, M age = 10.61 years, SD = 0.91) were collected over three waves in one school year. Teacher conflict and peer antipathies predicted depressive symptoms. Teacher closeness, teacher conflict, and friendship quantity predicted self-esteem. The findings highlight the importance of relationships and interactions with both peers and the teacher for early adolescents’ mental health and the need for a multidimensional view on school social experiences. Impact Statement Findings of this study show that it is important to consider multiple dimensions of early adolescents’ relationships and interactions with their teachers and classmates when studying social experiences and when aiming to improve their mental health.

Student‐teacher developmental relationships: A mechanism through which culturally responsive school environments promote positive outcomes for students of color

AbstractCulturally responsive student–teacher relationships are critical to the academic success and social‐emotional learning (SEL) outcomes of students of color and/or students from low‐income backgrounds. Yet, little is known about how students’ perceptions of their schools’ culturally responsive environment are related to the quality of student–teacher relationships. To address this gap, the current study examined how students’ perceptions of their school's culturally responsive environment contributes to positive student–teacher developmental relationships, and in turn, their academic motivation and SEL. A total of 2,069 public middle and high school students of color from 46 schools across the country were surveyed (51.4% female; Mage = 13.4, SD = 1.86; 30.7% Hispanic or Latina/o/x, 30.4% Multiracial or Multiethnic, 17.5% Black or African American, 12.4% Asian or Pacific Islander, 8.7% American Indian or Alaska Native; 0.4% identified as another race or ethnicity). Students’ perceptions of their school as a culturally responsive environment were both directly and indirectly associated with greater academic motivation and SEL via stronger student–teacher developmental relationships. Findings have important implications for school administrators’ and school psychologists’ efforts to create more culturally responsive education environments.

Relationships across the elementary years: Association with children's social-behavioral skills

Students' social-behavioral competencies are foundational to development. This longitudinal study identified associations between parent-teacher and student-teacher relationships, and children's social skills and problem behaviors at a single timepoint and over time. It involved 316 students and their parents and teachers across Grades 1 through 4. Several significant associations were uncovered, generally consistent with hypotheses. Parents' and teachers' reports of the parent-teacher relationship at one point in time were associated with their own ratings of students' social-behavioral outcomes. Across grades, parents' reports of the parent-teacher relationship were associated with their own ratings of students' outcomes. Teachers' reports of parent-teacher relationships were associated with children's overall social-behavioral outcomes as reported by parents and teachers. Teacher-rated student-teacher relationships at one timepoint were associated with their own ratings but not parents' ratings of student behaviors. Teacher-reported student-teacher relationships over time were associated with students' outcomes as rated by parents and teachers. Implications are discussed.

Inclusive Teaching and Learning Practices That Promote and Protect Reading and Science Literacy for Palestinian Children

Despite adversities arising from the Palestinian experience, studies have shown that Palestinian students can demonstrate educational resilience. However, a gap in knowledge exists about inclusive teaching and learning strategies that contribute to Palestinian students’ educational resilience. This research uses mixed-effects regression modelling to examine reading and science literacy outcomes of 1279 Palestinian students in UNRWA schools in Jordan. The findings revealed two promotive factors (student online reading and teacher–student relations) and two protective factors (student enjoyment of reading and student control strategies) for reading, and two protective factors (student awareness of environmental matters and student epistemological beliefs about science) for science. Knowledge about the promotive and protective factors has important implications for reading and science educators working with Palestinian children.

Characterizing teacher‐perceived and student‐perceived teacher–student relationship types and associations with student functioning in students with special educational needs: A cross‐sectional study using latent profile analyses

Characterizing teacher‐perceived and student‐perceived teacher–student relationship types and associations with student functioning in students with special educational needs: A cross‐sectional study using latent profile analyses