scholarly journals Chinese students' perceptions of teacher–student interpersonal behavior and implications

System ◽  
2015 ◽  
Vol 55 ◽  
pp. 134-144 ◽  
Author(s):  
Michael Wei ◽  
Yalun Zhou ◽  
Carolyn Barber ◽  
Perry den Brok
Keyword(s):  
Chinese Students ◽  
Interpersonal Behavior ◽  
Teacher Student

scholarly journals Group Dynamics and Student Participation in a Chinese Setting: Teacher and Observer Perspectives

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
John Harper ◽  
Hui-ju Chen
Keyword(s):  
Classroom Management ◽  
Group Dynamics ◽  
Student Participation ◽  
Chinese Students ◽  
Effective Teacher ◽  
Teacher Student ◽  
Starting Point ◽  
Language Classroom ◽  
Institutional Contexts ◽  
Management Techniques

This article addresses the frequently discussed notion of Chinese students’ supposed reticence and passivity in the English as a Foreign Language classroom. Using the concept of group dynamics as a starting point, it examines teachers’ classroom-management techniques in terms of promoting (or not promoting) active student participation. The study, using a grounded theory of research, analyzed classroom data obtained from class observations and from class filmings and supplemented these data with post-lesson interviews with the four involved teachers. Findings suggested that Chinese students were not necessarily reticent or passive but rather engaged actively when given a learning environment conducive to active engagement. The study pointed to three practical implications for classroom teachers: (1) promoting participation by working toward group cohesion, (2) promoting participation by providing effective teacher-student scaffolding and by providing opportunities for student-student scaffolding, (3) promoting participation by actively replacing textbook materials in order more effectively to offer students adequate support in terms of both language and affect. Acknowledging the fact that different institutional contexts may require different classroom-management techniques, the study calls for further testing of the present findings in other Chinese settings.

TEACHER–STUDENT INTERPERSONAL BEHAVIOR IN SECONDARY MATHEMATICS CLASSES IN INDONESIA

2011 ◽  
Vol 10 (1) ◽  
pp. 21-47 ◽  
Author(s):  
Ridwan Maulana ◽  
Marie-Christine Opdenakker ◽  
Perry den Brok ◽  
Roel J. Bosker
Keyword(s):  
Secondary Mathematics ◽  
Interpersonal Behavior ◽  
Teacher Student

scholarly journals Parental Punishment and Adolescents’ Loneliness: A Moderated Mediation Model of General Self-Concept and Teacher–Student Relationships

2021 ◽  
Vol 12 ◽  
Author(s):  
Yun Luo ◽  
Anyi Wu ◽  
Hui Zhang
Keyword(s):  
Chinese Students ◽  
Mediating Effect ◽  
Self Report ◽  
Self Concept ◽  
Physical And Mental Health ◽  
Cross Sectional ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student

Background: Loneliness adversely affects physical and mental health; therefore, it is necessary to explore its related influencing factors and mechanisms. This study investigated the mediating role of general self-concept in the association between parental punishment (PP) and adolescent loneliness and as well as the moderating role of teacher–student relationships (TSR) in Chinese students.Methods: Data were obtained from 1,169 Chinese students (10–18years old) using several self-report questionnaires: the Egna Minnen av Barndoms Uppfostran (EMBU), Self-Description Questionnaire (SDQ), Teacher–Student Relationships Scale (TSR), and UCLA Loneliness Scale. Data were analyzed with IBM SPSS 22.0, and the PROCESS macro program.Results: (1) Parental punishment had a positive predictive effect on adolescent loneliness, (2) parental punishment predicted adolescent loneliness not only directly but also indirectly through the mediating effect of general self-concept, and (3) teacher–student relationships moderated the influence of PP on adolescent loneliness.Conclusion: Adolescent loneliness is less affected by parental punishment when TSRs are better. Additionally, when adolescents are punished less by their parents and have good teacher–student relationships, they have higher general self-concepts.Limitations: This study’s cross-sectional research design was unable to show causal relationships among the factors influencing adolescent loneliness.

scholarly journals HUBUNGAN ANTARA CLASSROOM ENVIRONMENT, TEACHER-STUDENT INTERPERSONAL BEHAVIOR, SERTA PRESTASI BELAJAR MAHASISWA PROGRAM STUDI MATEMATIKA [THE RELATIONSHIP BETWEEN THE CLASSROOM ENVIRONMENT AND TEACHER-STUDENT INTERPERSONAL BEHAVIOR ON THE LEARNING ACHIEVEMENT OF MATHEMATICS DEPARTMENT STUDENTS]

2020 ◽  
Vol 3 (2) ◽  
pp. 127
Author(s):  
Ferry Vincenttius Ferdinand ◽  
Samuel Lukas
Keyword(s):  
Classroom Environment ◽  
Pearson Correlation ◽  
Educational Institution ◽  
Negative Relationship ◽  
Test Method ◽  
Interpersonal Behavior ◽  
Chi Square ◽  
Learning Achievement ◽  
Teacher Student ◽  
The Relationship

<p>Improving learning achievement is an activity that needs to be continuously carried out by an educational institution, and it is necessary to focus on certain areas because of the many things that affect learning achievement. This study focused on the area of the classroom environment and teacher-student interpersonal behavior to see the relationship between each variable with learning achievement, and the relationship between the two variables.  By using a sample of 160 X-university students majoring in mathematics and then using the Chi-Square test method with a contingency table to determine the relationship between each variable and learning achievement. Then using the  Pearson correlation method the relationship between classroom environment with the teacher-student interpersonal behavior was tested. Based on the analysis and calculation of the research conducted, it can be concluded that the classroom environment has a good relationship with learning achievement in the mathematics major and general subjects. Whereas the teacher-student interpersonal behavior shows a positive relationship with learning achievement in the dimensions of leadership, understanding, and friendly/helping but a  negative relationship in the dimensions of strictness and disatisfaction. In the mathematics major, the dimensions of uncertainty and admonishing are negatively related to learning achievement, but not for general subjects.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Meningkatkan prestasi belajar merupakan kegiatan yang masih terus dilakukan dan berkembang, sehingga diperlukan fokus pada area tertentu. Penelitian ini terfokus pada area <em>classroom environment </em>dan <em>teacher-student interpersonal behavior</em> untuk melihat hubungan antara masing-masing variabel dengan prestasi belajar, dan hubungan antara kedua variabel. Penulis mengambil 160 sampel mahasiswa program studi matematika universitas X, kemudian menggunakan metode uji Chi-Square dengan tabel kontingensi akan dilihat hubungan antara masing-masing variabel dengan prestasi belajar. Lalu akan diuji menggunakan metode korelasi <em>r</em> pearson untuk melihat hubungan antara kedua variabel. Dari hasil analisa dan perhitungan penelitian yang dilakukan, dapat diambil kesimpulan <em>Classroom Environment</em> memiliki hubungan dengan prestasi belajar dalam mata kuliah matematika maupun umum. Sedangkan <em>teacher-student interpersonal behavior </em>memperlihatkan hubungan positif dengan prestasi belajar dalam dimensi <em>leadership, understanding, </em>dan <em>friendly/helping</em> serta hubungan negatif dalam dimensi <em>dissatisfied </em>dan <em>strict</em>. Pada mata kuliah matematika, dimensi <em>uncertain </em>dan <em>admonishing</em> berhubungan negatif dengan prestasi belajar, tapi tidak untuk mata kuliah umum.</p>

scholarly journals HUBUNGAN PERILAKU INTERPERSONAL GURU DAN PARTISIPASI PESERTA DIDIK DENGAN HASIL BELAJAR BIOLOGI DI SMA

2020 ◽  
Vol 7 (1) ◽  
pp. 7
Author(s):  
Yusnia Eka Putri ◽  
Supriyatin Supriyatin ◽  
Eka Putri Azrai
Keyword(s):  
Critical Role ◽  
Total Sample ◽  
Student Interaction ◽  
Interpersonal Behavior ◽  
Student Outcome ◽  
Positive Correlation ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Descriptive Method ◽  
Mathematics And Science

<p>Teacher’s interpersonal behavior, play a critical role on teacher-student interaction. Teacher-student interaction related to student’s participation on learining process. Student’s participation related to student’s outcome. The aim of this research is to investigate whether there is a correlation between teacher’s interpersonal behavior ans student’s participation with student outcome. The research was conducted at SMAN 2 Bekasi on October-November 2018. The total sample was 114 students of Mathematics and Science Programe at eleventh grade. The method used for this research is descriptive method. The result showed that there is a positive correlation between teacher’s interpersonal behavior and student’s biology outcome, a positive correlation between student’s participation and student’s biology outcome, a positive correlation between teacher’s interpersonal behavior and student’s participation, and also a positive correlation between teacher’s interpersonal behavior and student’s participation with student’s biology outcome.</p><em>Keywords: learning outcome, participation, teacher’s interpersonal behavior</em>

Sign in / Sign up

Export Citation Format

Share Document