The Structural Analysis of Relations among Parent Attachment, Teacher-student Relationship, Learning Motivation, Learning Flow for High School Students

Several socioeconomic, environmental, ethnic, family, and educational factors influence an individual’s academic performance and can determine their school performance in mathematics. Mathematical competence is one of the skills that allow students to build visions of the future from performance in the present. However, the perception that students have of mathematics, in addition to the teacher–student relationship, the classroom, gender, teaching–learning, and motivation are crucial factors for achieving an optimal academic performance and preventing school failure. The aim of the present study was: (1) to examine which variables of the dimensions “Learning Mathematics” and “School Environment” significantly contribute to the marks in the second quarter and quantify their relative importance; (2) to determine the optimal algorithm model for predicting the maximum gain in students’ marks in the second quarter and quantifying it; and (3) to analyze the maximum gain in terms of gender. A total of 2018 high school students in Melilla were included in this cross-sectional study. Mathematical learning and the school environment were assessed using a validated 14-item questionnaire. Gain lift was employed to quantify the improvement in students’ performance. The role of the classroom and teacher–student relationship had a greater influence on mathematics scores than affinity indicators, teaching, study time, teaching resources used, study aids, and motivation.

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A Study on the Teacher-Student Relationship and its Impact on the Behaviour of High School Students

International Journal of Case Studies in Business, IT, and Education ◽

10.47992/ijcsbe.2581.6942.0034 ◽

2019 ◽

pp. 28-34

Author(s):

Gururaj Ganapati Gouda ◽

Laveena D’Mello

Keyword(s):

High School ◽

High School Students ◽

Warning Signs ◽

School Students ◽

Teacher Student ◽

Scholastic Backwardness ◽

Teacher Students ◽

Teachers Attitudes ◽

Student Relationship ◽

Secondary Methods

High school students are in the stage of Adolescence and it is the time for developing independence. Typically, adolescents exercise their independence by questioning and sometimes by breaking rules. Parents and teachers must play a major role in supporting &influencing the children positively by their ethical & appropriate approaches. Teachers in school as well as parent at home, often wonder how to disciple a child and to mould their behaviour so to bring up the child with virtues. Although some children truly have challenging behaviours regardless of what strategies to try, many children just need to have the adults in their lives make changes in the way they react, respond, or interact with them. It is also a great responsibility of the teacher in school to have positive approach towards students. If not there are possibilities in change of behaviour among students & leads to several problems. For example, frequent episodes of fighting, scholastic backwardness, substance abuse; antisocial or institutional activities, destructive behaviour and change in attitude in students are much more significant than isolated episodes of the same activities. Other warning signs include deterioration of performance at school and running away from home. This research paper’s aim is the teacher-students relationship and its impact on the behaviour of High school students. The objectives are to know the teachers attitudes both positive and negative towards students and its impact to bring positive as well as negative behaviour change in the students. The study has reported that students are often facing emotional problems by the negative approach of the teachers. It is recommended that to create awareness among teachers in the school for the smooth handling the children with the positive approaches. 50 high school students; 25 girls and 25 boys were taken and interview schedule is used. Both the primary and secondary methods are used and the study is descriptive in nature.

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Linking Teacher-Student Relationship to Academic Achievement of Senior High School Students

Social Education Research ◽

10.37256/ser.122020140 ◽

2020 ◽

pp. 102-108

Author(s):

Bismark Mensah ◽

Eric Koomson

Keyword(s):

Academic Achievement ◽

High School Students ◽

High Schools ◽

Structured Interview ◽

Effective Teacher ◽

School Students ◽

Teacher Student ◽

Teacher Student Relationship ◽

Student Relationship ◽

The Impact

Students’ level of academic engagement and achievement at any level of education is partly knit to the kind of relationships that exist between them and their teachers. The study examined the impact of teacher-student relationship on academic achievement of students in Senior High Schools in Winneba, Ghana. Eighty students were conveniently sampled from two strata whiles data was qualitatively collected using semi-structured interview guide and analyzed thematically. The study uses the four clusters of teacher-student relationship as a framework to discuss the types of relationships that exist in Ghanaian Senior High Schools. The study revealed that connectedness, dependent, peaceful and conflicting teacher-student relationships prevail in Senior High Schools. However, administrative restrictions, and certain attitudes of teachers and students impede the development of effective teacher-student relationship. Whereas positive relationships create environments that augment academic achievement, threatening relationships stifle academic achievement. Teachers should deliberately express concerns both about students’ academic and non-academic life, as this makes the latter feel accepted and motivated to improve academic work.

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