scholarly journals The teacher-class relationship

2021 ◽  
Author(s):  
Julia M. G. Roza ◽  
Anne C. Frenzel ◽  
Robert M. Klassen
Keyword(s):  
Emotional Labor ◽  
Future Research ◽  
Entire Group ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Specific Teaching ◽  
High Internal Consistency ◽  
Psychometric Quality ◽  
Unidimensional Scale

Abstract. Teacher-student relationships have been shown to be highly relevant for student outcomes, but they are also important for teachers. Teachers have a basic need for relatedness with their students and recent empirical evidence underlines the relevance of teachers' relationships with the students of a class. However, a validated instrument which specifically addresses the relational phenomenon between a teacher and the entire group of students within a class – which we define as teacher-class relationship – is yet missing. Thus, the goal of the present research was to develop and validate an instrument which captures the teachers' self-reported quality of the teacher-class relationship (the TCR scale). To do so, we adopted a mixed methods approach: In Study 1 (qualitative, N = 56), we analyzed interviews to explore the cognitive validity of the TCR items, and in Study 2 (quantitative, N = 209), we tested the psychometric quality of the TCR scale and its external validity in terms of correlative links with related constructs. Study 1 results showed that seven out of the original 13 developed items were highly cognitively valid in that the teachers associated main aspects of relationship quality with these items and answered them by referring predominantly to the whole class instead of individual students. Study 2 results confirmed that these seven items formed a unidimensional scale with high internal consistency (Cronbach's α = .89). Furthermore, the TCR scale was significantly linked with teachers' class-specific teaching emotions and self-efficacy as well as with teachers' job-related burnout symptoms and emotional labor. We conclude that the TCR scale represents a reliable, valid and parsimonious instrument to measure the quality of teacher-class relationships. We hope that the existence of this scale fuels future research to further investigate teacher-class relationships and their connections with teachers' emotional and professional wellbeing.

scholarly journals The Abbreviated Psychopathy Measure (APM): Two Pilot Studies of a Brief Measure of Psychopathy Traits

2018 ◽  
Vol 10 (2) ◽  
pp. 41 ◽  
Author(s):  
Robert Semel
Keyword(s):  
Construct Validity ◽  
Internal Consistency ◽  
Self Report ◽  
Future Research ◽  
Normal Range ◽  
Pilot Studies ◽  
Personality Variables ◽  
High Internal Consistency ◽  
Highly Correlated

Two studies were undertaken to examine preliminary construct validity of a newly developed, abbreviated measure of psychopathy.  The Abbreviated Psychopathy Measure (APM) is a 33-item inventory that is closely modeled on the Triarchic Psychopathy Measure (TriPM; Patrick, 2010), with a new and more parsimonious set of items.  Analyses in Study 1 ( = 126) found that the Boldness, Meanness, and Disinhibition scales of the APM had high internal consistency reliabilities and were highly correlated with their counterpart scales on the TriPM.  The APM Total score was very highly correlated with the TriPM Total score (r = .90).  Each of the APM scales was also significantly correlated with a measure of Antisocial Intent.  In Study 2 (N = 140), the APM was very highly correlated with the Total score of a 36-item version of the Levenson Self-Report Psychopathy Scales (LSRP; Levenson, Kiehl, & Fitzpatrick, 1995). Additionally, the APM scales were associated differentially with normal range personality variables associated with psychopathy (e.g., Boldness was robustly associated with Extraversion, Meanness was highly and inversely associated with Agreeableness, Disinhibition was robustly and negatively associated with Conscientiousness).  The APM appeared to differ most significantly from the TriPM in that APM Boldness was moderately correlated with Meanness and Disinhibition.  APM Boldness may capture a more maladaptive quality of boldness relative to TriPM Boldness through a greater emphasis on low harm avoidance or fearlessness in comparison to TriPM Boldness.  The APM is potentially a promising brief measure of psychopathy; however, further study is needed to determine whether the moderately inter-correlated APM scales can distinguish among conceptually relevant constructs.  Directions for future research are discussed.

scholarly journals Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents

2016 ◽  
Vol 113 (19) ◽  
pp. 5221-5226 ◽  
Author(s):  
Jason A. Okonofua ◽  
David Paunesku ◽  
Gregory M. Walton
Keyword(s):  
At Risk Students ◽  
Life Outcomes ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Suspension Rates ◽  
Student Suspension ◽  
Randomized Field Experiment ◽  
Student Suspensions

Growing suspension rates predict major negative life outcomes, including adult incarceration and unemployment. Experiment 1 tested whether teachers (n = 39) could be encouraged to adopt an empathic rather than punitive mindset about discipline—to value students’ perspectives and sustain positive relationships while encouraging better behavior. Experiment 2 tested whether an empathic response to misbehavior would sustain students’ (n = 302) respect for teachers and motivation to behave well in class. These hypotheses were confirmed. Finally, a randomized field experiment tested a brief, online intervention to encourage teachers to adopt an empathic mindset about discipline. Evaluated at five middle schools in three districts (Nteachers = 31; Nstudents = 1,682), this intervention halved year-long student suspension rates from 9.6% to 4.8%. It also bolstered respect the most at-risk students, previously suspended students, perceived from teachers. Teachers’ mindsets about discipline directly affect the quality of teacher–student relationships and student suspensions and, moreover, can be changed through scalable intervention.

scholarly journals STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

2021 ◽  
Vol LXIX (1) ◽  
pp. 73-91
Author(s):  
Iulia Gonţa ◽  
Cristina Tripon
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

“This school really teaches you to talk to your teachers”: Students’ experience of different assessment cultures in three Icelandic upper secondary schools

2020 ◽  
Vol 14 ◽  
pp. 63-88
Author(s):  
Ívar Rafn Jónsson ◽  
◽  
Guðrún Geirsdóttir
Keyword(s):  
Secondary Schools ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Teacher Student Relationships ◽  
Assessment Culture ◽  
Teacher Student ◽  
Upper Secondary ◽  
Group Interviews ◽  
Upper Secondary Schools

Assuming that the quality of assessment for learning (AfL) is, to some extent, bound by the context of the assessment culture it thrives in, it becomes important to understand students’ experiences of the cultural characteristics that are regarded as valuable for their learning. The purpose of this study is to explore and compare students’ experiences of assessment practices in schools with an overt policy of AfL implementation with those of students in schools with no AfL policy. Focus group interviews with students were conducted in three Icelandic upper secondary schools. The findings show that students value positive teacher–student relationships and active dialogue with teachers. Moreover, a “mixed” assessment culture could be seen in one school, where a culture of grading is prevalent in conjunction with a learning-oriented assessment culture. We propose that stakeholders of upper secondary schools discuss openly and review critically the interplay of assessment tools such as grades and formative feedback. In light of these findings, it is important that the prevailing practice of assessment guides students to internalise the mindset that is embedded in AfL.

scholarly journals Teacher-Student Relationships in Childhood as a Protective Factor against Adolescent Delinquency up to Age 17: A Propensity Score Matching Approach

2021 ◽  
pp. 001112872110141
Author(s):  
Ingrid Obsuth ◽  
Aja Louise Murray ◽  
Monja Knoll ◽  
Denis Ribeaud ◽  
Manuel Eisner
Keyword(s):  
Young People ◽  
Propensity Score ◽  
Propensity Score Matching ◽  
Protective Factor ◽  
Adolescent Delinquency ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
The Impact

In this paper we examined the impact of the quality of teacher-student relationships at age 10 on young people’s delinquency at ages 13, 15, and 17 utilizing propensity-score matching. The young people were matched based on 105 characteristics, measured at ages 7 to 10. The sample comprised 1483 (49.4% female) adolescents representing around 80 different countries of origin, residing in Zurich, Switzerland. We found that young people who reported a better relationship with their teacher at age 10, engaged in fewer delinquent acts at ages 13, 15, and 17. These findings suggest that when young people perceive a better relationship with their teachers this serves as a protective factor against their engagement in delinquency up to 7 years later.

scholarly journals Teachers’ Dispositions Toward Mindfulness in EFL/ESL Classrooms in Teacher-Student Interpersonal Relationships

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaochuan Song ◽  
Xuan He
Keyword(s):  
Language Learning ◽  
Interpersonal Relationships ◽  
Psychological Factors ◽  
Future Research ◽  
Learning Context ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Theoretical Perspectives ◽  
Teacher Wellbeing ◽  
Teachers Professional Development

The psychological factors of English as a foreign language (EFL) and English as a second language (ESL) teachers have significant roles in any language learning context. Previous studies in the related literature have shown that L2 learners’ learning, psychological factors, and emotional factors are closely related to teachers’ psychological factors. Mindfulness as one of the psychological attributes of L2 teachers and as a complex and multi-faceted construct influences l2 teachers’ professional development. Hence, this study aims to review the notion of mindfulness and its role in L2 teaching as a profession and pave a way for further research, highlighting its indispensable role in teacher-student relationships. To achieve this goal, this study has reviewed the theoretical perspectives of mindfulness, the construct of mindful L2 teaching education, and mindfulness as a closely related concept to teacher wellbeing. Based on the findings, some pedagogical implications for the policymakers, teacher trainers, materials developers, L2 teachers, and learners are provided. Finally, directions for future research are suggested to the interested L2 researchers.

scholarly journals Socio-emotional empowering through mediation to resolve conflicts in a civic way

2014 ◽  
Author(s):  
Sara Ibarrola-García ◽  
Concha Iriarte
Keyword(s):  
Conflict Resolution ◽  
Civic Education ◽  
Affective Dimension ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Moral Improvement ◽  
Teacher Student ◽  
The Social ◽  
Wide Range

Schools are responsible for civic education and for educating the students so they may live together. This means that they need to develop educative processes that take into account the social and affective dimension of the classroom, such as improvements in the atmosphere at school and the quality of teacher–student relationships. Practical strategies are required to carry out these procedures. Foremost among these strategies is mediation as a conflict resolution procedure in school. This also promotes a wide range of emotional, socio-cognitive, and socio-moral skills, and can be influential in the development of effective civic behaviour to improve the community. In this study we present and analyse the results of a study conducted in 13 schools in Navarre, Spain, with 50 teacher mediators, 33 peer mediators, and 23 student participants aged between 13 and 18 ( x =15.27 and s=1.543), all of whom are involved in mediating processes, in order to perform mediation in a systematic way with the objective of bringing about socio-moral improvement.

Pathways to Working Alliances: Special Educators’ Emotional Labor and Relationships with Students with Emotional and Behavioral Disorders

2019 ◽  
Vol 121 (7) ◽  
pp. 1-24 ◽  
Author(s):  
Michael Valenti ◽  
Elizabeth Levine Brown ◽  
Christy Galletta Horner ◽  
Duhita Mahatmya ◽  
Jason Colditz
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Emotional Labor ◽  
Display Rules ◽  
Surface Acting ◽  
Working Alliances ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Emotional Display

Background/Context Research has also shown that educators who are more socially and emotionally competent are more likely to create nurturing relationships and high-quality classroom environments that result in more academic success for students. Despite the importance of teacher-student relationships on student outcomes, limited research has investigated factors that contribute to development of these relationships, particularly for special education teachers (SETs) working with students with emotional/behavioral disorders (EBDs). Focus of Study This study explores educators’ emotions in the classroom through emotional labor theory, a framework for understanding how employees engage in the deliberate suppression or expression of emotions to achieve an organization's goals. We empirically investigate the potential connections between SETs’ perceptions of their administrators’ expectations about emotional displays, SETs’ emotional acting strategies, and teacher-student relationships. Setting This study was conducted within three schools in Western Pennsylvania serving students with EBDs in self-contained classrooms. Participants Participants included SETs (N = 61) serving K–12 students who have been identified as having EBDs. SET demographics were as follows: 75% female, average age 32 (range 23–51), and 97% Caucasian. Participants averaged 4.62 years of teaching experience with the study site. Research Design All SETs reported on their perceptions of emotional labor and their working alliances with each of their students in the fall semester. Students were nested within teachers, so we used multilevel path analyses to estimate mediational effects of emotional display rules and emotional acting on the teacher-student working alliance. Results The results of this study suggest important connections between SETs’ perceptions of emotional display rules, their use of emotional acting strategies, and their working alliances with students with EBDs. Specifically, SETs’ reported perceptions of negative display rules affected how they engaged in surface acting when interacting with students. SETs’ ratings of surface acting were associated with their working alliance tasks scores. Conclusions/Recommendations These findings confirm recent research showing that educators engage in emotional acting and that some dimensions of this acting contribute to their relationships with students. Our findings may also suggest that surface acting is an acceptable emotional acting strategy that supports SETs’ relationships with students. Because the emotional labor research in special education has yet to extrapolate on what display rules lead to the emotional acting strategies that the organization desires, how we make these rules more explicit could help teachers establish more sensibility regarding this area of their job.

scholarly journals Autorreportes verbales en voz alta para la identificación de procesos de razonamiento en pruebas estandarizadas / Verbal Self-reporting to Identify Reasoning Processes in Standardized Tests

2016 ◽  
Vol 35 (1) ◽  
pp. 17
Author(s):  
Armel Brizuela ◽  
Karol Jiménez-Alfaro ◽  
Nelson Pérez-Rojas ◽  
Guaner Rojas-Rojas
Keyword(s):  
Costa Rica ◽  
Standardized Tests ◽  
Test Validity ◽  
Future Research ◽  
Structured Interviews ◽  
Test Items ◽  
Academic Aptitude ◽  
Psychometric Quality ◽  
Educational Tests

<p>Los estándares actuales, para la evaluación de la calidad psicométrica de las pruebas psicológicas y educativas, estipulan que una de las evidencias requeridas que justifican las inferencias derivadas de la aplicación de un test se refiere a las estrategias para contestar a los ítems que lo componen. Por lo tanto, el objetivo del presente artículo se propone presentar los resultados de una investigación, que  consistió en la ejecución de entrevistas semiestructuradas a un conjunto de 15 estudiantes universitarios de primer ingreso, cuyos reportes orales fueron analizados con el objetivo de fundamentar un conjunto de estrategias para contestar los ítems verbales de la Prueba de Aptitud Académica de la Universidad de Costa Rica, que habían sido identificadas previamente. Los resultados indican que efectivamente los participantes emplearon las estrategias propuestas, lo cual constituye una evidencia  de gran importancia sobre las habilidades de razonamiento que se miden con los ítems verbales de la Prueba de Aptitud Académica. Finalmente, se concluye con una discusión sobre los resultados acerca de la utilidad de los autorreportes verbales que recaban evidencias de validez para un test y sobre futuras investigaciones en esta línea.</p><p> </p><p>Abstract:</p><p>Abstract Current standards for assessing the psychometric quality of psychological and educational tests stipulate that one indication required to justify the inferences derived from the application of a test are those related to answering strategies for the test items. Thus, this article presents the results of a study that involved the execution of semi-structured interviews with a group of 15 college freshmen, whose oral reports were analyzed to provide support for a set of strategies to answer previously identified verbal items from the “Academic Aptitude Test” (Prueba de Aptitud Académica) at the Universidad de Costa Rica. The results indicate that participants actually used the proposed strategies, which is important evidence about the reasoning skills measured by the Prueba de Aptitud Académica verbal items. Finally, we conclude with a discussion of the results, the usefulness of verbal self-reports to gather evidence for test validity and future research along these lines.</p>

scholarly journals Evaluation of the Impact of Harmony-Meter as a Global Strategy to Reverse Bullying

2019 ◽  
Vol 5 (1) ◽  
pp. 179
Author(s):  
Gabriela Flores Talavera
Keyword(s):  
Group Intervention ◽  
Violent Behavior ◽  
Global Strategy ◽  
Family Ties ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Positive Behaviors ◽  
Violent Behaviors ◽  
The Impact

Descriptive Pre-Post study with a single group intervention assesses the impact of the Harmony-meter as a global strategy of intervention to reduce violent behavior in school, improve the harmonic coexistence rates and promote the development of the socio-emotional skills of the members of a school community. The hypothesis is checked. It’s based on the assumption that “everything that focuses attention multiplies” therefore, if attention is focused on positive behaviors, then they will be promoted and multiplied, significantly reducing violence in school. That is, there is an inverse relationship proportional to greater positive behaviors less is the violent behavior in the school. The study was worked with 100% of students of a school with serious social problems of vulnerability, family disintegration, gang activity, drug sales and violent behavior among neighbors. Changes in behavior of the different actors are described, raising the quality of healthy coexistence; strengthening family ties, improving teacher-student relationships and converting violent behaviors into harmonic behaviors.

Sign in / Sign up

Export Citation Format

Share Document