Bullying in Students Who Stutter: The Role of the Quality of the Student–Teacher Relationship and Student’s Social Status in the Peer Group

2020 ◽  
Vol 20 (1) ◽  
pp. 17-30
Author(s):  
Martina Berchiatti ◽  
Laura Badenes-Ribera ◽  
Laura Galiana ◽  
Antonio Ferrer ◽  
Claudio Longobardi
Keyword(s):  
Social Status ◽  
Student Teacher ◽  
Peer Group ◽  
Student Teacher Relationship

scholarly journals Bullying in Students with Special Education Needs and Learning Difficulties: The Role of the Student–Teacher Relationship Quality and Students’ Social Status in the Peer Group

2021 ◽  
Author(s):  
Martina Berchiatti ◽  
Antonio Ferrer ◽  
Laura Galiana ◽  
Laura Badenes-Ribera ◽  
Claudio Longobardi
Keyword(s):  
Special Education ◽  
Social Status ◽  
Student Teacher ◽  
Peer Group ◽  
Learning Difficulties ◽  
Control Group ◽  
Student Teacher Relationship ◽  
Special Education Needs ◽  
Being Bullied ◽  
Education Needs

Abstract Background Children with Special Education Needs and Learning Difficulties are at risk of being excluded, or bullied because of their impairments. Within the bullying literature, two variables have been shown to be key in terms of its predictions: student–teacher relationship and students’ social status among peers. Objective The aim of this research was to assess the association between the student–teacher relationship and students’ social status in the peer group and bullying dimensions in children with SEN, LD, and typical development. Method A total of 320 children—55 with LD, 46 with SEN, and 219 in the control group – participated in the study, with a mean age of 11.04 (SD = 1.42), and 59.7% of whom were male. The model tested showed a good fit: χ2 (40) = 102.395, p < .001, CFI = .940, RMSEA = .070 [90% CI = .054, .088]. Results Main findings show that children with SEN and LD had more difficulties in social participation and might be at higher risk of being bullied, compared with their classmates. Conclusions This study offers evidence on bullying in children with SEN and LD and its association with both relationship with teacher and students’ social status. For teachers, results highlight peculiarities and possible problems of school inclusion of children with SEN and LD. For educational researchers, findings add knowledge on literature focused on bullying in children with difficulties.

scholarly journals The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school

PLoS ONE ◽  
2020 ◽  
Vol 15 (4) ◽  
pp. e0231381 ◽  
Author(s):  
Cristina Semeraro ◽  
David Giofrè ◽  
Gabrielle Coppola ◽  
Daniela Lucangeli ◽  
Rosalinda Cassibba
Keyword(s):  
Middle School ◽  
Mathematics Achievement ◽  
Student Teacher ◽  
Cognitive Factors ◽  
Student Teacher Relationship

scholarly journals Out of alignment? A critical reflection on the student-teacher relationship in project-based paramedicine education.

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
John Rae ◽  
Alexander MacQuarrie
Keyword(s):  
Professional Practice ◽  
Student Teacher ◽  
Research Methodology ◽  
Critical Reflection ◽  
Project Based Learning ◽  
Open Communication ◽  
Clinical Simulation ◽  
Student Teacher Relationship

<p>This article draws on our experiences in project-based learning and in particular our experiences in facilitating a group of paramedicine students tasked with the responsibility of evaluating clinical simulation debriefing sessions.</p><p>Using critical reflection as the research methodology, we unearthed and reworked our experiences in this project, especially the experiences of one of us, Sandy, who took on role of project facilitator. The article identifies the importance of alignment between student and teacher in project-based learning and a set of principles are offered to guide and support this in project-based teaching. These principles include open communication and respect, the suspension of conventional belief, and reflection on professional practice.</p><p> </p><p> </p><p><strong> </strong></p><p> </p>

Student-teacher relationships and bullying: The role of student social status

2018 ◽  
Vol 63 ◽  
pp. 1-10 ◽  
Author(s):  
C. Longobardi ◽  
N.O. Iotti ◽  
T. Jungert ◽  
M. Settanni
Keyword(s):  
Social Status ◽  
Student Teacher ◽  
Teacher Relationships ◽  
Student Teacher Relationships

Effectiveness of Verbal Praise as a Function of Expertise of its Source

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1283-1286 ◽  
Author(s):  
Victor M. Catano
Keyword(s):  
Peer Group ◽  
Verbal Praise ◽  
Mirror Tracing ◽  
Improved Performance ◽  
Rate Of Improvement

Verbal praise was given 40 undergraduates who worked on a mirror-tracing task by an agent taking the role of experimenter, a member of the subject's peer group, or a peer with expertise on the task. Experimenter's praise improved performance most and peer's praise least; the expert peer's praise was intermediate. Verbal praise affected rate of improvement. The improvement in quality of performance was not at the expense of time needed to complete the task.

Closeness in Student–Teacher Relationships and Students’ Psychological Well-Being: The Mediating Role of Hope

2021 ◽  
pp. 106342662110137
Author(s):  
Shanyan Lin ◽  
Matteo Angelo Fabris ◽  
Claudio Longobardi
Keyword(s):  
Student Teacher ◽  
Protective Factor ◽  
Externalizing Symptoms ◽  
Well Being ◽  
Psychological Well Being ◽  
Mediating Role ◽  
Student Teacher Relationship ◽  
Internalizing And Externalizing ◽  
Internalizing And Externalizing Symptoms

A close student–teacher relationship is a protective factor for students’ psychological well-being, and it is associated with students’ internalizing and externalizing symptoms, but the mechanism underlying this association is unclear. To address this issue, this study investigated the role of children’s hope in the relationship between teachers’ perceived closeness in the student–teacher relationship and children’s internalizing and externalizing symptoms. Participants included 562 Italian students aged from 4 to 9 years and 48 Italian teachers aged from 26 to 60 years. Results indicated that the children’s hope played the mediating role between closeness and children’s internalizing and externalizing symptoms. Findings, limitations, and suggestions for future research were discussed.

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