The Role of Positive Teacher–Student Relationships: How Can They Help Improve Engagement for Secondary School Students with Challenging Behaviours?

2019 ◽  
pp. 79-84
Author(s):  
Leah Faye McNeilly
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Challenging Behaviours

Influence of Family, Peers, and School on Senegalese Adolescents

1981 ◽  
Vol 48 (3) ◽  
pp. 807-810 ◽  
Author(s):  
Michel Vandewiele
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Staff ◽  
School Students ◽  
Teacher Student ◽  
Item Questionnaire

From responses to a 6-item questionnaire, given to 815 secondary school students, were inferred interactions of authority exerted by parents, school staff, and friends on students. Generally the influence of teachers on decisions made by students outside school is as important as that exerted by peers, while parents' authority remains strongest. Scarcity of affective teacher-student contacts led to less reliance on them for advice than on parents and friends.

scholarly journals Teacher–student interaction and lower secondary school students’ situational engagement

2018 ◽  
Vol 89 (2) ◽  
pp. 374-392 ◽  
Author(s):  
Sanni Pöysä ◽  
Kati Vasalampi ◽  
Joona Muotka ◽  
Marja‐Kristiina Lerkkanen ◽  
Anna‐Maija Poikkeus ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Student Interaction ◽  
Lower Secondary School ◽  
School Students ◽  
Teacher Student ◽  
Teacher Student Interaction

scholarly journals The Effect of Teacher-Student Relationships for the Self-Regulated Learning among Gifted Students

2018 ◽  
Author(s):  
NUR - EVA
Keyword(s):  
Gifted Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Self Regulated Learning ◽  
Teacher Student ◽  
Effective Training ◽  
Regulated Learning ◽  
Teacher Students ◽  
Science Subject

The purpose of this study was to determine the contribution of teacher-student relationships for self-regulated learning among gifted students in science subject. Self-regulated learning is formed of cognitive and social processes. Gifted students have the cognitive ability is very high. Cognitive processes of self-regulated learning are activity planning, monitoring, and regulating behaviors. The role of teacher help gifted students to learn effective training and as a model in the application of effective self-regulated learning. The method used is quantitative. Data were analyzed with regression analysis. Results showed significant the contribution of teacher-students relationships for self-regulated learning on gifted students in science subject.

Sign in / Sign up

Export Citation Format

Share Document