Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis

2021 ◽  
Author(s):  
Hongyun Liu ◽  
Qimeng Liu ◽  
Xiaofeng Du ◽  
Jian Liu ◽  
Cathy Ka Weng Hoi ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Mediation Analysis ◽  
Self Efficacy ◽  
Protective Factor ◽  
Moderated Mediation ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

The Association between Interparental Conflict and Problematic Internet Use among Chinese adolescents: Testing a Moderated Mediation Model

2020 ◽  
Author(s):  
Lin-Xin Wang ◽  
Kai Dou ◽  
Jian Bin Li ◽  
Ming-Chen Zhang ◽  
Ji-Yao Guan
Keyword(s):  
Interparental Conflict ◽  
Time Perspective ◽  
Moderated Mediation ◽  
Problematic Internet Use ◽  
Mediation Model ◽  
Moderated Mediation Model ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Negative Time

Although interparental conflict is a risk factor for adolescent problematic internet use (PIU), little research has investigated the mediating and moderating mechanisms underlying this association from the perspective of "school × family" interplay. To address such gaps, this study tested the idea that interparental conflict might be associated with PIU in adolescents via restraining the protective effect of future positive time perspective and via boosting deleterious effect of future negative time perspective. In addition, this study also investigated the moderation effect of teacher-student relationship in the association between interparental conflict and future time perspective. Using three-wave longitudinal data, with each time point spanning three months apart, this study examined the aforesaid questions in a sample of 523 Chinese adolescents (M age = 14.64, SD = 1.37; 276 boys and 247 girls). Results of moderated mediation model indicated that interparental conflict at T1 was associated with PIU at T3 in adolescents through future negative time perspective at T2, especially for adolescents with a great teacher-student relationship. These findings shed light on the underlying mechanisms that explain how interparental conflict is associated with PIU in adolescents and provide effective prevention and intervention strategies of PIU in a Chinese cultural context

Teacher–student relationship quality and math achievement: The mediating role of teacher self‐efficacy

2019 ◽  
Vol 57 (1) ◽  
pp. 111-134 ◽  
Author(s):  
Daniel B. Hajovsky ◽  
Kari A. Oyen ◽  
Steven R. Chesnut ◽  
Susan J. Curtin
Keyword(s):  
Relationship Quality ◽  
Self Efficacy ◽  
Math Achievement ◽  
Mediating Role ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teacher Self Efficacy ◽  
Student Relationship

scholarly journals Exploring the Role of Student Teachers’ Self-Efficacy Beliefs and Teacher-Student Relationship Quality in Students’ School Adjustment Competencies

2018 ◽  
Vol 16 (45) ◽  
pp. 389
Author(s):  
Fatih Koca
Keyword(s):  
Student Teachers ◽  
Relationship Quality ◽  
Self Efficacy ◽  
School Adjustment ◽  
Efficacy Beliefs ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Formación Docente

Introducción. El objetivo de esta investigación fue examinar la relación entre la calidad de la relación profesor-estudiante, la creencia en la autoeficacia del profesorado y las orientaciones académicas y de comportamiento del estudiantado. De esta manera, la investigación actual podría ser útil para comprender y documentar los impactos directos e indirectos de las creencias de autoeficacia del profesorado sobre el vínculo entre la calidad de la relación profesor-estudiante y el ajuste escolar del estudiantado.Método. La muestra para este proyecto de investigación comprendió aulas de primaria y su profesorado, que están inscritos en programas de formación docente en una universidad grande en la Región Suroeste de los Estados Unidos. Ochenta y siete profesores (81 mujeres, 6 hombres) informaron sobre sus relaciones percibidas con 258 estudiantes de primaria (168 mujeres, 90 hombres).Resultados. Según la hipótesis, las niñas y los niños con calificaciones altas en conflicto relacional con el profesorado, también fueron percibidos como más desviados de comportamiento y menos competentes social y académicamente. Se identificó la tendencia inversa para las niñas y los niños con altas calificaciones en la cercanía relacional y la dependencia.Discusión y Conclusión. Además, el estudio actual mostró que el profesorado con creencias de mayor autoeficacia tienen más probabilidades de forjar relaciones más cercanas y cálidas con sus estudiantes, porque tenían más confianza en su capacidad y habilidades para el empleo de habilidades efectivas de gestión del aula y la capacidad de mejorar su compromiso.

scholarly journals School Social Context, Students’ Self-Efficacy and Satisfaction in High School

2018 ◽  
Vol 11 (1) ◽  
pp. 249-260 ◽  
Author(s):  
Maria Luisa Pedditzi ◽  
Passarelli Marcello
Keyword(s):  
High School ◽  
Social Capital ◽  
Self Efficacy ◽  
School Satisfaction ◽  
School Grade ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Context Variables ◽  
And Gender ◽  
Student Relationship

Background: Several studies have focused on the relationship between context variables and self-efficacy. Among the social variables, limited attention has been given to social capital and teacher-student relationship in the school community. Objective: This study aims to explore how social capital in the school community and teacher-student relationship may influence students’ self-efficacy and school satisfaction. Furthermore, is it suggested that these relations change according to school grade or transition point,i.e. first and final year of high school, and in relation to the student’s gender. Methods: A total of number of 2,623 high school students in their first and final years filled in questionnaires in Italy. We used Structural Equation Modelling (SEM) to test an ad hoc model that aimed to assess how the school context variables considered may influence students’ self-efficacy beliefs and school satisfaction. Results: Four different models were developed to categorise four different school grade sub-groups,i.e. first and final year students, and gender, i.e. boys and girls. The analyses of the results within the sub-samples reveal that social capital and teacher-student relationships influence students’ self-efficacy and school satisfaction differently. Conclusion: The results remarked the importance of differentiating guidance counselling for students in relation to specific transition and gender. Further implications for relevant educational practice are discussed at the end of this article.

scholarly journals MOTIVASI BELAJAR BAHASA MANDARIN REMAJA AWAL: PERAN SELF-EFFICACY, PARENTAL INVOLVEMENT, DAN TEACHER STUDENT RELATIONSHIP

2019 ◽  
Vol 3 (1) ◽  
pp. 259
Author(s):  
Deasy Suparman ◽  
Riana Sahrani ◽  
Soemiarti Patmonodewo
Keyword(s):  
Parental Involvement ◽  
Self Efficacy ◽  
The United States ◽  
Motivation To Learn ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Mandarin Language ◽  
Convenience Sampling ◽  
Student Relationship

Untuk dapat bersaing dalam era globalisasi diperlukan penguasaan second language, seperti bahasa Mandarin. Bahasa Mandarin merupakan bekal kompetensi untuk berkomunikasi dengan mitra dagang dari Negara Tiongkok di abad ke-21 ini. Pada era globalisasi saat ini, Negara Tiongkok memiliki kekuatan di bidang ekonomi dan telah menguasai pasar, baik dalam skala kecil maupun skala besar (Yudono, 2012). Penelitian menunjukkan adanya peningkatan Bahasa mandarin sebagai kurikulum di beberapa sekolah di Amerika Serikat (Dillon, 2010). Demikian pula di Indonesia, baik sekolah nasional maupun internasional telah mengujicobakan Bahasa mandarin (Yudono, 2012). Beberapa faktor yang mempengaruhi motivasi belajar Bahasa mandarin adalah self-efficacy, parental involvelment, dan teacher-student relationship. Tujuan penelitian ini adalah untuk mengetahui peran self-efficacy, parental involvement, dan teacher-student relationship dalam motivasi belajar Bahasa mandarin pada siswa SMP X. Penelitian ini menggunakan desain kuantitatif non-experimental dengan menggunakan teknik analisis regresi linier ganda. Partisipan penelitian adalah siswa SMP X sebanyak 174 orang. Teknik pengambilan sampel adalah convenience sampling. Instrumen penelitian berupa kuesioner self-efficacy, parental involvement, teacher-student relationship, dan motivation dengan skala likert. Hasil penelitian menunjukkan bahwa self-efficacy, parental involvement, dan teacher-student relationship berperan dalam motivasi belajar Bahasa mandarin remaja awal (R=0,76; R2=0,577; F=67,33; p < 0,05). Peran seluruh variabel Self Efficacy, Parental Involvement, dan Teacher Student Relationship ke Motivation adalah sebesar 57,7%. Peranan terbesar diberikan oleh variabel Self Efficacy (55,02%), berikutnya Parental Involvement (1,95%), dan terakhir Teacher Student Relationship (0,74%). To be able to compete in the globalization era, mastery of second languages is needed, such as Mandarin. Mandarin is a provision of competence to communicate with trading partners from China in the 21st century. In the current era of globalization, the State of China has power in the economic field and has controlled the market, both on a small scale and large scale (Yudono, 2012). Research shows an increase in Mandarin as a curriculum in several schools in the United States (Dillon, 2010). Likewise in Indonesia, both national and international schools have tried Mandarin Language (Yudono, 2012). Some factors that influence motivation to learn Mandarin are self-efficacy, parental involvelment, and teacher-student relationship. The purpose of this study was to determine the role of self-efficacy, parental involvement, and teacher-student relationship in motivation to learn Mandarin in X students of junior high school. This study uses a non-experimental quantitative design using multiple linear regression analysis techniques. The research participants were 174 students of SMP X. The sampling technique is convenience sampling. Research instruments in the form of self-efficacy questionnaires, parental involvement, teacher-student relationships, and motivation with a Likert scale. The results showed that self-efficacy, parental involvement, and teacher-student relationship play a role in motivation to learn early Mandarin Mandarin language (R = 0.76; R2 = 0.577; F = 67.33; p <0.05). The role of all variables of Self Efficacy, Parental Involvement, and Teacher Student Relationship to Motivation is 57.7%. The biggest role was given by the variable Self Efficacy (55.02%), followed by Parental Involvement (1.95%), and finally Teacher Student Relationship (0.74%).

How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship

2013 ◽  
Vol 84 (2) ◽  
pp. 294-310 ◽  
Author(s):  
Romi de Jong ◽  
Tim Mainhard ◽  
Jan van Tartwijk ◽  
Ietje Veldman ◽  
Nico Verloop ◽  
...  
Keyword(s):  
Personality Traits ◽  
Self Efficacy ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship
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