The effects of the teacher–student relationship and academic press on student engagement and academic performance

2012 ◽  
Vol 53 ◽  
pp. 330-340 ◽  
Author(s):  
Jung-Sook Lee
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Academic Press ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

scholarly journals Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2101
Author(s):  
Juan-Manuel Trujillo-Torres ◽  
Hassan Hossein-Mohand ◽  
Melchor Gómez-García ◽  
Hossein Hossein-Mohand ◽  
Francisco-Javier Hinojo-Lucena
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
School Environment ◽  
Optimal Algorithm ◽  
School Students ◽  
Cross Sectional ◽  
Maximum Gain ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Several socioeconomic, environmental, ethnic, family, and educational factors influence an individual’s academic performance and can determine their school performance in mathematics. Mathematical competence is one of the skills that allow students to build visions of the future from performance in the present. However, the perception that students have of mathematics, in addition to the teacher–student relationship, the classroom, gender, teaching–learning, and motivation are crucial factors for achieving an optimal academic performance and preventing school failure. The aim of the present study was: (1) to examine which variables of the dimensions “Learning Mathematics” and “School Environment” significantly contribute to the marks in the second quarter and quantify their relative importance; (2) to determine the optimal algorithm model for predicting the maximum gain in students’ marks in the second quarter and quantifying it; and (3) to analyze the maximum gain in terms of gender. A total of 2018 high school students in Melilla were included in this cross-sectional study. Mathematical learning and the school environment were assessed using a validated 14-item questionnaire. Gain lift was employed to quantify the improvement in students’ performance. The role of the classroom and teacher–student relationship had a greater influence on mathematics scores than affinity indicators, teaching, study time, teaching resources used, study aids, and motivation.

Competencies associated with Semestre i and its relationship to academic performance

2019 ◽  
Vol 10 (2) ◽  
pp. 387-399 ◽  
Author(s):  
Armando Lozano-Rodríguez ◽  
Fernanda Inéz García-Vázquez ◽  
Claudia Zubieta-Ramírez ◽  
Claudia Susana Lopez-Cruz
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Time Management ◽  
Teaching Methodology ◽  
Content Type ◽  
Teacher Student ◽  
Challenge Based Learning ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Face Complex

Purpose Currently, higher education institutions are in charge of the complex task of connecting the knowledge that students acquire in the classroom to the requirements of the working world, preparing the students to face complex situations inherent in professional life. For this reason, the Tecnológico de Monterrey has included as part of the training of its students the modality, Semestre i, sustained through the teaching methodology of challenge-based learning. Recognizing this new way of learning, the purpose of this paper is to address the study of four basic constructs: student engagement, teacher–student relationship, teamwork and time management. Design/methodology/approach An exploratory factor analysis was performed on the factors associated with the Semestre i, as well as a correlational analysis between these and the academic achievement of the students in the 2017 August–December period. Findings The results indicate that the four constructs analyzed were potentialized under the modality, Semestre i – time management showing the least difference of the four when compared with the educational experience of students being traditionally taught throughout their semesters. Originality/value Semestre i is an innovative educational proposal where the undergraduate students learn in immersive, real-world contexts by experiencing semester challenges planned for them by the teaching body of the institution. Recognizing this new way of learning, this research addresses the study of four basic constructs: student engagement, teacher–student relationship, teamwork and time management.

scholarly journals Influence of Teacher-Student Relationship on Academic Performance: The Case of Tirana

2020 ◽  
Vol 5 (1) ◽  
pp. 1-8
Author(s):  
Arjana Mucaj ◽  
Silva Ibrahimi ◽  
Denisa Gjoka
Keyword(s):  
Academic Performance ◽  
Classroom Climate ◽  
Analysis And Evaluation ◽  
Teacher Student ◽  
Individual Traits ◽  
Care And Support ◽  
Teacher Student Relationship ◽  
Qualitative Relationship ◽  
Student Relationship ◽  
The Impact

The aim of the current study is to assess the impact of the teacher-student relationship on the academic performance of students 12 to 15 years old in the Albanian context. The analysis and evaluation of this relationship is an important issue as a qualitative relationship between them contributes not only to the students’ academic but also to their socio-emotional development. The sample was composed by 121 students selected on three 9-years school of Tirana. Factorial analysis by the statistics method showed that the internal factors that influence the teacher-student relationship were related to individual traits as temperament, personality, ability, and psychological effects. It is precisely the role of the teacher through communication and meeting the needs of the student that influences the student’s perception of behavior, competence, care, and support from the teacher. Classroom climate was an external factor that also affect the teacher-student relationship. It is precisely positive relationships that induce a good environment and foster motivation and high results. A qualitative teacher-student relationship affects academic and psycho-social development of student in the class.

scholarly journals The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study

2021 ◽  
Vol 12 ◽  
Author(s):  
María Teresa Chamizo-Nieto ◽  
Christiane Arrivillaga ◽  
Lourdes Rey ◽  
Natalio Extremera
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Well Being ◽  
Self Report ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Educational context has an important influence on adolescents’ development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students’ academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12–18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.

scholarly journals Positive Teacher-student Relationships in Gomdar Cluster Schools

2021 ◽  
pp. 11-27
Author(s):  
Sherub Gyeltshen
Keyword(s):  
Academic Performance ◽  
Mixed Methods Research ◽  
Self Esteem ◽  
Teacher Job Satisfaction ◽  
Structured Interviews ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

A mixed methods research design is conducted in this research. For the quantitative survey, the data were collected from 120 students, 8 principals and 80 teachers from all the Gomdar Cluster Schools. After the data collection, inferential correlation analysis study was carried out. The findings of the study revealed that teachers, who exhibit nurturing characteristics, result learners to build self esteem, curb disciplinary issues, decrease dropout rates and enhance academic performance. For qualitative study, the sample consisted of 8 principals and 80 teachers participated in the interview. The data were collected through the use of semi-structured interviews and transcribed and analyzed using thematic approach. The study revealed that the positive teacher-student relationships develop students self esteem, increase class attendance and enhance academic performance. It stimulates teacher job satisfaction without teaching stress and burnout and retention in the profession. Therefore, the positive teacher-student relationship is recommended to be strengthened in our schools.

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

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