scholarly journals Dampness and student-reported social climate: two multilevel mediation models

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Eerika Finell ◽  
Asko Tolvanen ◽  
Juha Pekkanen ◽  
Timo Ståhl ◽  
Pauliina Luopa
Keyword(s):  
Indoor Air ◽  
Social Climate ◽  
School Level ◽  
Data Sets ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Mediational Models ◽  
The Relationship ◽  
Perceptions Of School

Abstract Background Little previous research has analysed the relationship between schools’ indoor air problems and schools’ social climate. In this study, we analysed a) whether observed mould and dampness in a school building relates to students’ perceptions of school climate (i.e. teacher-student relationships and class spirit) and b) whether reported subjective indoor air quality (IAQ) at the school level mediates this relationship. Methods The data analysed was created by merging two nationwide data sets: survey data from students, including information on subjective IAQ (N = 25,101 students), and data from schools, including information on mould and dampness in school buildings (N = 222). The data was analysed using multilevel mediational models. Results After the background variables were adjusted, schools’ observed mould and dampness was not significantly related to neither student-perceived teacher-student relationships nor class spirit. However, our mediational models showed that there were significant indirect effects from schools’ observed mould and dampness to outcome variables via school-level subjective IAQ: a) in schools with mould and dampness, students reported significantly poorer subjective IAQ (standardised β = 0.34, p < 0.001) than in schools without; b) the worse the subjective IAQ at school level, the worse the student-reported teacher-student relationships (β = 0.31, p = 0.001) and class spirit (β = 0.25, p = 0.006). Conclusions Problems in a school’s indoor environment may impair the school’s social climate to the degree that such problems decrease the school’s perceived IAQ.

Students' Perceptions of School Climate and Trait Test Anxiety

2012 ◽  
Vol 111 (3) ◽  
pp. 761-764 ◽  
Author(s):  
Yang Yang Liu
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Test Anxiety ◽  
School Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Chinese High School Students ◽  
Perceptions Of School

In a sample of 916 Chinese high school students, the relations among the students' perceptions of school climate and their trait test anxiety were examined. The results indicated that students' perceptions of teacher-student relationships and student-student relationships negatively predicted their trait test anxiety. Furthermore, girls had higher scores on trait test anxiety than boys.

MEMBINA HUBUNGAN YANG POSITIF ANTARA GURU DAN SISWA DI MASA PANDEMI DI PKBM X, BOGOR

2021 ◽  
pp. 183
Author(s):  
Hana Talita Margijanto ◽  
Margaretha Purwanti
Keyword(s):  
Positive Interactions ◽  
Learning Situation ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship ◽  
Teacher's Knowledge ◽  
The Relationship

The COVID-19 pandemic dramatically reduced direct interactions between teachers and students during learning hours. As a consequence, teachers struggle to gauge the student’s ability and cannot fully understand the learning situation at home for each student, especially adolescents. This was experienced by PKBM X who since the pandemic has had profound trouble to reach out to their students. PKBM X is a non-formal high school that upholds the values of equality and democracy, and teachers bear a role to understand the condition of each student and try to help whenever necessary. However, according to interviews, some teachers are unsure about how to establish a relationship with students, especially in this time of pandemic. There are also teachers who are too involved emotionally with the student’s problems, to a point where they feel emotionally burdened. Utilizing the problem tree analysis, it is concluded that the relationship between teachers and students isn’t optimal. To that end, a training was designed to inform participants about positive teacher -student relationship, especially during pandemic. With this knowledge, teachers realized the importance of positive teacher -student relationships and how to initiate positive interactions in times of pandemic. Not only that, teachers are also taught to manage their expectations about the teacher -student relationship, so that teachers continue to provide support without being personally affected if the student is not easily approached. After the training, teacher’s knowledge about the positive teacher-student increased, and teachers were able to develop action plans for their students.Pandemi COVID-19 membuat interaksi langsung di jam belajar mengajar antara guru dan siswa berkurang. Guru menjadi sulit mengetahui pemahaman dan keadaan siswa.. Hal ini dialami oleh PKBM X yang sejak masa pandemi merasa sulit untuk menjangkau siswa. Padahal, PKBM X adalah sekolah yang menjungjung tinggi nilai kesetaraan dan kekeluargaan, dan guru memiliki peran untuk mengetahui kondisi siswa dan berusaha membantu. Hanya saja, berdasarkan wawancara, sejumlah guru ragu bagaimana menjalin interaksi dengan siswa, terutama di masa pandemi ini. Ada juga guru yang malah terlalu terlarut dengan masalah siswa, sehingga merasa terbeban secara emosional. Dengan metode analisis pohon masalah, ditemukan bahwa hubungan guru dan siswa di PKBM X pada saat ini kurang optimal. Untuk itu, dirancanglah sebuah pelatihan seputar pengetahuan membina hubungan guru dan siswa yang positif, terutama di masa pandemi ini. Dengan pengetahuan ini, guru diharapkan dapat menyadari pentingnya hubungan guru dan siswa yang positif serta bagaimana memulai interaksi positif di masa pandemi. Tak hanya itu, guru juga diajak untuk mengelola ekspektasi tentang hubungan guru dan siswa yang positif, sehingga guru tetap memberikan bantuan terbaiknya tanpa terdampak secara personal jika kondisi siswa tidak mudah dijangkau atau didekati. Melalui pelatihan ini, pengetahuan guru tentang hubungan guru dan siswa meningkat, dan guru dapat menentukan rencana aksi yang dapat mereka lakukan untuk siswa di PKBM X. 

scholarly journals Teacher-Student Relationships as a Factor of Successful Learning Activity in Schoolchildren

2017 ◽  
Vol 22 (5) ◽  
pp. 39-47 ◽  
Author(s):  
A.S. Fomichenko
Keyword(s):  
Academic Performance ◽  
Emotional Support ◽  
Individual Characteristics ◽  
Learning Activity ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
The Relationship ◽  
Reliable Basis

This paper reviews how teacher-student relationships affect the success of learning activity in schoolchildren. Outcomes of Russian and foreign studies suggest that positive relationships between teachers and students are critically important for successful learning at school. The paper thoroughly analyses individual characteristics of teachers. It is emphasized that some of these characteristics (such as emotional support and academic guidance) can act as a reliable basis, encouraging students to engage more fully in learning activities and to achieve high academic performance. It is argued that the assumption according to which the relationship between teachers and students is a significant motivational factor in academic performance is still relevant. The paper describes the effect of teacher expectations on student achievement and concludes with several important notes concerning the discussed problem of teacher-student relationships and their impact on the success of learning activity.

scholarly journals RELATIONSHIP BETWEEN PARENTS, PEER, LECTURER ATTACHMENT AND ISLAMIC RESILIENCY AMONG UNIVERSITY PUTRA MALAYSIA STUDENTS

2017 ◽  
Vol 15 (1) ◽  
pp. 50
Author(s):  
Hannina HALIMATUSAADIAH HAMSAN
Keyword(s):  
Significant Relationship ◽  
Moderate Level ◽  
Peer Attachment ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Resilience Scale ◽  
Convenience Sampling ◽  
High Level ◽  
The Relationship

The main purpose of this study is to determine  the relationship  between parents, peer, lecturer attachment and resiliency among UPM students. Three factors which are parents, peer and lecturer attachment have been studied about their relationship with resiliency. A total of 397 undergraduates students in UPM were selected through convenience sampling as respondents in this study. Inventory of Parents and Peer Attachment  (Armsden  and  Greenberg,  1987)  was  used  to  measure  the  level  of parents  and  peer  attachment,  followed  by Inventory  of Teacher-Student Relationships (Murray and Zvoch, 2011) to measure the level of lecturer attachment and Adolescent  Resilience  Scale (Oshio,  Kaneko,  Nagamine  & Nakaya,  2003)  to assess the level of students’ resiliency. The results of this study show that most of the respondents perceived moderate level of resiliency (M = 78.18; SD = 7.697), peer attachment (M = 101.27; SD = 13.283) and lecturer attachment (M = 45.46; SD =9.096), and high level of parents attachment (M = 103.22; SD = 11.495). The findings revealed  that  there  was  significant  relationship  between  parents  attachment  (r  =0.434; p = 0.000), peer attachment (r = 0.455; p = 0.000), lecturer attachment (r =0.495; p = 0.000) and resiliency. The result from the study shows that the importance of improving the level of resiliency among the students in university is increasing the attachment  to students’  parents,  peer,  and lecturer  in order  to become  the good student in the life.

scholarly journals Taking It to the Next Level: A Field Experiment to Improve Instructor-Student Relationships in College

AERA Open ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 233285841983970 ◽  
Author(s):  
Carly D. Robinson ◽  
Whitney Scott ◽  
Michael A. Gottfried
Keyword(s):  
Undergraduate Students ◽  
Student Outcomes ◽  
School Level ◽  
Dropping Out ◽  
Positive Relationships ◽  
High School Level ◽  
Student Relationships ◽  
Student Groups ◽  
Teacher Student Relationships ◽  
Teacher Student

Competing in today’s workforce increasingly requires earning a college degree, yet almost half of all enrolled undergraduates do not graduate. As the costs of dropping out of college continue to rise, instructor-student relationships may be a critical yet underexplored avenue for improving college student outcomes. The present study attempts to replicate and extend a prior study that improved teacher-student relationships at the high school level in a college setting. In this registered report, we test whether an intervention that highlights instructor-student commonalities improves similarity, instructor-student relationships, academic achievement, and persistence for undergraduate students in a large, diverse public university. We found that the intervention increased perceptions of similarity but not downstream relational or academic outcomes. Our exploratory analyses provide one of the first investigations suggesting that instructor-student relationships predict an array of consequential student outcomes in college. These findings show a notable relationship gap: instructors perceived less positive relationships with certain student groups, but on average, students perceived equally positive relationships with their instructors.

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