scholarly journals Rethinking student-teacher relationships in higher education: a multidimensional approach

2021 ◽  
Author(s):  
Roland Tormey
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Teacher ◽  
Three Dimensional ◽  
Three Dimensions ◽  
Theoretical Development ◽  
Multidimensional Model ◽  
Three Dimensional Model ◽  
Teacher Relationships ◽  
Student Teacher Relationships

AbstractStudent-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms of immediacy or distance and measured with reference to behaviours, the growing recognition of the role of emotions and of power—as well as the development of a range of multidimensional models of social relationships—all suggest it is time to re-evaluate how student-teacher relationships are understood. This paper develops a theoretical model of student-teacher affective relationships in higher education based on three dimensions: affection/warmth, attachment/safety, and assertion/power. The three-dimensional model was tested using the Classroom Affective Relationships Inventory (CARI) with data from 851 students. The data supported the use of this multidimensional model for student-teacher relationships with both two- and three-dimensional models of relationships being identified as appropriate. The theoretical development of a multidimensional model and the empirical development of an instrument with which to explore these dimensions has important implications for higher education teachers, administrators and researchers.

scholarly journals Humanizing and conducive to learning: an adolescent students’ perspective on the central attributes of positive relationships with teachers

2019 ◽  
Vol 35 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Irene García-Moya ◽  
Fiona Brooks ◽  
Carmen Moreno
Keyword(s):  
Classroom Management ◽  
Student Teacher ◽  
Well Being ◽  
Future Research ◽  
Positive Relationships ◽  
Adolescent Students ◽  
Cross Cultural Differences ◽  
Teacher Relationships ◽  
Educational Professionals ◽  
Student Teacher Relationships

AbstractThe aim of this qualitative study was to identify central attributes of positive relationships with teachers from the adolescent students’ perspectives that could help delineate the meaning of student–teacher connectedness while exploring to what extent its main attributes were similar or different in England and Spain. As part of the EU-funded project “Well-being among European youth: The contribution of student-teacher relationships in the secondary-school population”, we conducted focus groups in England and Spain with 42 students aged 11 to 18 years. Using a bottom-up approach for thematic analysis, we identified two main attributes that were linked to positive relationships with teachers as seen by our participating students from England and Spain:humanizing relationships, in which the students are acknowledged and respected as individuals and feel understood and supported by their teachers; andrelationships conducive to learning, encompassing aspects such as a perception of a genuine commitment with their learning on the part of the teachers, a positive classroom management, and teachers motivating students. This study contributes to the conceptualization of student–teacher connectedness and provides useful insights for teachers and educational professionals. In addition, the study findings pointed to the importance of power and authority dynamics in student–teacher relationships that foster or undermine connectedness, and they revealed some cross-cultural differences in the role of emotions in the class, two important aspects which deserve further attention in future research.

Student–Teacher Relationships and Attention Problems in School-Aged Children: The Mediating Role of Emotion Regulation

2018 ◽  
Vol 11 (2) ◽  
pp. 309-320
Author(s):  
Susanna Pallini ◽  
Giovanni Maria Vecchio ◽  
Roberto Baiocco ◽  
Barry H. Schneider ◽  
Fiorenzo Laghi
Keyword(s):  
Emotion Regulation ◽  
Student Teacher ◽  
Attention Problems ◽  
Mediating Role ◽  
School Aged Children ◽  
Teacher Relationships ◽  
Student Teacher Relationships

A Fast Three-Dimensional Model for Strip Rolling

2016 ◽  
Vol 716 ◽  
pp. 566-578 ◽  
Author(s):  
Christian Overhagen ◽  
Paul Josef Mauk
Keyword(s):  
Finite Element ◽  
Stress Gradient ◽  
Three Dimensional ◽  
Significant Loss ◽  
Three Dimensions ◽  
Beam Model ◽  
Stress Distributions ◽  
Three Dimensional Model ◽  
Strip Rolling ◽  
Lateral Direction

Rolling Models have come a long way from the first empirical relations about forward slip and bite conditions to their current state, which allows local quantities to be calculated in two and three dimensions. In this paper, state-of-the-art of analytical modelling of the rolling process is shown with a fully three-dimensional rolling model for hot and cold strip rolling with stress distributions in the longitudinal, vertical and lateral directions. For this purpose, von Karman’s strip approach is extended to account for the stress gradient in lateral direction, as was already shown in different papers. The stress gradient in the vertical (through-thickness) direction is introduced by a modern implementation of Orowan’s inhomogeneous deformation theory. The local stress distributions are compared to results from Finite-Element Calculations obtained with modern FEM codes. It will be shown, under which circumstances expensive FEM calculations can be replaced by simpler models like the one proposed here, which are more time and cost-effective without a significant loss in result precision. The rolling model is extended with a Finite Element Beam Model for work and backup roll deformation, as well as local work roll flattening and thermal crown for hot rolling. The Effects of those features on stress distribution and exit strip profile are shown for hot and cold rolling.

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