Effects of Student-Teacher Attachment Relationships on Help-Seeking Attitude : The Mediated Moderating Effect of Expectation of the Usefulness of Opening Up and Classroom Climate

2021 ◽  
Vol 52 (2) ◽  
pp. 155-177
Author(s):  
Byeong-Seop Choi ◽  
Hae-Dong Lee ◽  
Jee-Yon Lee
Keyword(s):  
Student Teacher ◽  
Classroom Climate ◽  
Help Seeking ◽  
Moderating Effect ◽  
Attachment Relationships ◽  
Opening Up

scholarly journals An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?

2018 ◽  
Vol 19 (1) ◽  
pp. 3-19
Author(s):  
Drew Bird ◽  
Katy Tozer
Keyword(s):  
Student Teacher ◽  
Research Methodology ◽  
Teaching Practice ◽  
Solo Performance ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Self Study ◽  
Theatrical Performance ◽  
The Impact ◽  
Opening Up

With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, the experience of seeing tutors in unfamiliar roles is considered. Second, the impact of witnessing tutors taking risks as a performer and being vulnerable is discussed and, lastly, the work illuminates new ways of opening up as teachers. The authors explore how the student’s/participant’s perception of them as tutors seemed to change after witnessing them as artists and how this impacted upon student’s learning for their own assessed performance pieces.

scholarly journals A Study on the Influencing Factors of Continued Intention to Use MOOCs: UTAUT Model and CCC Moderating Effect

2021 ◽  
Vol 12 ◽  
Author(s):  
Yalin Li ◽  
Min Zhao
Keyword(s):  
Classroom Climate ◽  
Structural Equation ◽  
Model Performance ◽  
Moderating Effect ◽  
Open Educational Resources ◽  
Equation Modeling ◽  
Intention To Use ◽  
Utaut Model ◽  
Positive Effects ◽  
Use Of Technology

Massive Open Online Courses (MOOCs) is the product of “internet + education,” which offer the open educational resources to global students. This study analyzed the factors influencing the continued intention to use the MOOCs by students. To achieve research objectives, this study integrated the unified theory of acceptance and use of technology (UTAUT) and connected classroom climate (CCC). In this study, 312 valid samples were used to verify the hypothesis proposed with the help of structural equation modeling and PROCESS. The results showed that the factors of UTAUT model (performance expectancy, effort expectancy, social influence, and facilitating conditions) had significant positive effects on continued intention to use MOOCs. More importantly, there was a significant moderating effect of CCC between UTAUT and the continued intention to use MOOCs. Based on this research the findings, implications and limitations are discussed.

The Impact of Classroom Climate on Aggression and Victimization in Early Adolescence

2019 ◽  
Vol 40 (5) ◽  
pp. 689-711
Author(s):  
Kathryn L. Behrhorst ◽  
Terri N. Sullivan ◽  
Kevin S. Sutherland
Keyword(s):  
School Climate ◽  
Early Adolescence ◽  
Student Teacher ◽  
Classroom Climate ◽  
Peer Aggression ◽  
Teacher Relationships ◽  
Bidirectional Relations ◽  
The Impact ◽  
Student Teacher Relationships ◽  
Lower Frequencies

Identifying factors that influence peer aggression and victimization is important because of their high prevalence rates and associated negative outcomes during early adolescence. Limited research has examined the impact of environmental and contextual factors, such as school climate, on peer aggression and victimization. This study longitudinally examined bidirectional relations between school climate and peer aggression and between school climate and victimization over 6 months. Participants were 265 sixth-, seventh-, and eighth-grade students (50% female; 82% African American). Bidirectional path regression analyses showed that students who reported higher levels of positive student-teacher relationships at Time 1 engaged in lower frequencies of aggression and experienced less victimization at Time 2. Students who reported higher levels of awareness and reporting of violence at Time 1 had more positive student-teacher relationships and engaged in lower frequencies of aggression at Time 2.

Building Positive Student and Teacher Relationships With Restorative Practice

2021 ◽  
pp. 203-213
Author(s):  
Corey E. Schneider
Keyword(s):  
Student Teacher ◽  
Classroom Climate ◽  
Negative Relationship ◽  
Early Career ◽  
Student Teacher Relationship ◽  
Teacher Relationships ◽  
Early Career Teacher ◽  
Behavior Motivation ◽  
Student Teacher Relationships ◽  
Career Teacher

When there is a lack of a positive student-teacher relationships, students struggle with their behavior, motivation, and academics. When a teacher has a negative relationship with their students, their students disengage from the classroom and begin to question why school is an important component in their life. Creating a positive student-teacher relationship is a necessary component for an early-career teacher to make. When an early-career teacher works to create meaningful relationships with their students, their students show improvement with behavior, motivation, and academics. This chapter highlights how positive student-teacher relationships bring out the best in students and provides a research-based program that has shown positive results in transforming the classroom climate to a positive, safe environment because of positive relationships.

scholarly journals Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship

2012 ◽  
Vol 29 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Mark Kavenagh ◽  
Elizabeth Freeman ◽  
Mary Ainley
Keyword(s):  
Teacher Perceptions ◽  
Student Teacher ◽  
Help Seeking ◽  
Strong Relationship ◽  
Adolescent Boys ◽  
Teachers Perceptions ◽  
Student Teacher Relationship ◽  
English Class ◽  
Teacher Student ◽  
Teachers And Students

Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.

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