School Belonging of Adolescents: The Role of Teacher–Student Relationships, Peer Relationships and Family Involvement

2017 ◽  
Keyword(s):  
Peer Relationships ◽  
Family Involvement ◽  
School Belonging ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student

scholarly journals The Effect of Teacher-Student Relationships for the Self-Regulated Learning among Gifted Students

2018 ◽  
Author(s):  
NUR - EVA
Keyword(s):  
Gifted Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Self Regulated Learning ◽  
Teacher Student ◽  
Effective Training ◽  
Regulated Learning ◽  
Teacher Students ◽  
Science Subject

The purpose of this study was to determine the contribution of teacher-student relationships for self-regulated learning among gifted students in science subject. Self-regulated learning is formed of cognitive and social processes. Gifted students have the cognitive ability is very high. Cognitive processes of self-regulated learning are activity planning, monitoring, and regulating behaviors. The role of teacher help gifted students to learn effective training and as a model in the application of effective self-regulated learning. The method used is quantitative. Data were analyzed with regression analysis. Results showed significant the contribution of teacher-students relationships for self-regulated learning on gifted students in science subject.

scholarly journals “They Always Have My Back: A Strengths-Based Approach to Understanding the Value(s) of Pasifika Brotherhoods in Education in Aotearoa New Zealand

2018 ◽  
Vol 20 (2) ◽  
pp. 1
Author(s):  
Martyn Reynolds
Keyword(s):  
New Zealand ◽  
Peer Relationships ◽  
Educational Success ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Cultural Event ◽  
Teacher Student ◽  
Aotearoa New Zealand

Set in Aotearoa New Zealand, this examination of “Pasifika”education as an inter-cultural event discusses what students from the Pacificdiaspora say about educational success. Against a backdrop of literature that pays attention to teacher-student relationships, achievement targets, and peer relationships, the article uses Pacific concepts to theorise the dynamics between individuals, “brotherhood” groups, and success. It suggests that teachers and institutions might respond better in intercultural situations by “looking backwards to walk forwards.”

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.

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