scholarly journals The Effects of Perceived Peer Relationships and Student-Teacher Relationships on the Resilience among Middle School Students

2015 ◽  
Vol 54 (2) ◽  
pp. 315-332
Author(s):  
이동미 ◽  
Gyutae Kim
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Peer Relationships ◽  
Student Teacher ◽  
School Students ◽  
Teacher Relationships ◽  
Student Teacher Relationships

School-related stressors in adolescents

1998 ◽  
Vol 8 ◽  
pp. 1-8 ◽  
Author(s):  
John P. Fanshawe ◽  
Paul C. Burnett
Keyword(s):  
High School ◽  
High School Students ◽  
School Psychologists ◽  
Student Teacher ◽  
Teaching Methods ◽  
School Environment ◽  
School Students ◽  
Teacher Relationships ◽  
Student Teacher Relationships ◽  
Perceptions Of School

The aim of this study was to investigate high school students' perceptions of school-related problems. Some 1583 high school students responded to the 35 item High School Stressors Scale (Burnett & Fanshawe, 1997) which measures nine areas of problems experienced by adolescents in schools. These are Teaching Methods, Student-Teacher Relationships, School Workload, School Environment, Feeling Vulnerable, Personal Organization, Achieving Independence, Anxiety about the Future, and Relationships with Parents. The results are discussed and implications for educators, guidance officers and school psychologists working in high schools are presented.

scholarly journals Arts Voices: Middle School Students and the Relationships of the Arts to their Motivation and Self-Efficacy

2014 ◽  
Author(s):  
Heather Moorefield-Lang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Peer Relationships ◽  
Self Efficacy ◽  
Arts Education ◽  
Creative Thinking ◽  
Personal Narratives ◽  
Eighth Grade ◽  
School Students ◽  
The Arts

This study explores the question "Does arts education have a relationship to eighth-grade rural middle school students' motivation and self-efficacy?" Student questionnaires, focus-group interviews, and follow-up interviews were data collection methods used with 92 eighth-grade middle school students. Strong emphasis was placed on gathering personal narratives, comments, and opinions directly from the students. Content analysis was used to analyze the student interviews. Middle school students felt that there were both positive and negative relationships between their arts education classes and their motivation and self-efficacy. The students in this study had much to share on the arts courses offered in their school. Personal motivation, belief in self, creative thinking, and peer relationships are only some of the topics addressed in this article.

Student and teacher perceptions on student-teacher relationship quality: A middle school perspective

2018 ◽  
Vol 40 (1) ◽  
pp. 66-87 ◽  
Author(s):  
Sara L. Prewett ◽  
David A. Bergin ◽  
Francis L. Huang
Keyword(s):  
Middle School ◽  
Teacher Perceptions ◽  
Student Teacher ◽  
Emotional Support ◽  
Classroom Behavior ◽  
Sixth Grade ◽  
Social Emotional ◽  
School Students ◽  
Student Teacher Relationship ◽  
Teacher Relationships

This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support behaviors were the strongest predictors of students' views of high quality relationships with their teachers; both prosocial classroom behaviors and social-emotional support are malleable, and authors discuss implications for how teachers' behaviors shape students' positive views of their student-teacher relationships.

Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students’ Motivation: A Mixed Methods Study

2019 ◽  
Vol 40 (4) ◽  
pp. 499-536 ◽  
Author(s):  
Peter C. Scales ◽  
Kent Pekel ◽  
Jenna Sethi ◽  
Rachel Chamberlain ◽  
Martin Van Boekel
Keyword(s):  
High School ◽  
High School Students ◽  
Mixed Methods ◽  
Student Teacher ◽  
Academic Motivation ◽  
Mixed Methods Study ◽  
Developmental Relationships ◽  
School Students ◽  
Teacher Relationships ◽  
Student Teacher Relationships

Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships had some positive effects on students’ grade point averages (GPAs) but they varied by school as well as by aspect of the relationship measured. No differences by poverty status were seen in any of these results. Student focus groups yielded additional understanding of the actions and mechanisms through which student-teacher relationships improve. Results of this study suggest that if individual educators and entire school communities focus on strengthening student-teacher relationships, significant improvements can be made in students’ motivation, engagement, and performance.

The perspectives of 'disengaged' students in the 14–19 phase on motivations and barriers to learning within the contexts of institutions and classrooms

2013 ◽  
Author(s):  
Gavin Duffy ◽  
Jannette Elwood
Keyword(s):  
Young People ◽  
Peer Relationships ◽  
Student Teacher ◽  
Government Policy ◽  
Educational Experiences ◽  
Educational Settings ◽  
Barriers To Learning ◽  
Teacher Relationships ◽  
Wide Range ◽  
Student Teacher Relationships

In addressing educational disengagement, government policy in England focuses primarily on raising the age of educational participation, promoting vocationalism and directing resources at the population of young people not engaged in any education, employment or training (NEETs). However, 'disengagement' is a more fluid and dynamic concept than policy allows for and is visible within a wide range of students, even those deemed to be engaged by their presence in education and educational settings. This paper presents students' accounts of their educational experiences which suggest that the context of the classroom, student–teacher relationships, peer relationships and pedagogical methods used in classrooms are salient factors in understanding engagement.

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