scholarly journals Teacher's Emotional Support and Math Performance: The Chain Mediating Effect of Academic Self-Efficacy and Math Behavioral Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Yanfei Yang ◽  
Guangzheng Li ◽  
Zhanguo Su ◽  
Yuan Yuan
Keyword(s):  
Middle School ◽  
Emotional Support ◽  
Self Efficacy ◽  
Student Interaction ◽  
Math Performance ◽  
Behavioral Engagement ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Relationship ◽  
Academic Self Efficacy

Positive teacher-student interaction can exert a positive influence on student engagement and math performance. As an important part of teacher-student interaction, emotional support of a teacher plays an indispensable role in the math performance of junior middle school and elementary school students. This study aimed to explore the effects of teacher's emotional support on math performance, and examine the mediating role of academic self-efficacy and math behavioral engagement. A total of 1,294 students in grades 3–5 and 7–8 from 14 junior middle and primary schools in China took part in the web-based survey. Results showed the following: (1) academic self-efficacy mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; math behavioral engagement mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; (2) The relationship between teacher's emotional support and math performance of Chinese junior middle school boys and girls was mediated by the chain of academic self-efficacy and math behavioral engagement.

scholarly journals Classroom Learning Environment and Self-Efficacy in Mathematics of Freshmen Engineering Students of the University of Eastern Philippines

2021 ◽  
pp. 94-101
Author(s):  
Ramil E. Salazar ◽  
Riza C. Basierto
Keyword(s):  
Learning Environment ◽  
Goal Orientation ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Student Interaction ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
College Of Engineering

Aims: To determine the classroom learning environment in terms of goal orientation, physical facilities, student-student interaction, teacher-student interaction, method of teaching, and the degree of self-efficacy in mathematics; and establish if there is a significant relationship between their classroom environment and the degree of self-efficacy in mathematics.  Study Design: Descriptive correlational research design.            Place and Duration of Study: College of Engineering, University of Eastern Philippines, Catarman, Northern Samar in the school year 2012-2013. Methodology: Complete enumeration of 260 freshmen students from the College of Engineering courses: Bachelors of Science in Agricultural Engineering, Civil Engineering, Electrical Engineering, and Mechanical Engineering enrolled in Mathematics were surveyed using the 50-item Learning Environment Schedule developed by Sunitha and Mathematics Self-efficacy Survey developed by Betz and Hackett. The data gathered were tabulated, analyzed, and treated statistically using the Statistical Package for Social Sciences (SPSS 16.0 Version). Results: With the total score of 50594 out of 65000 and a mean of 3.89, the respondents found the classroom learning environment in terms of goal; orientation, physical facilities, student-student interaction, teacher-student interaction, and methods of teaching to be favorable; that the total score of 17634 and a mean of 3.61 showed that respondents had much confidence or had high self-efficacy in Mathematics; and that the Pearson r of .187 with the respective significant value of .001, ,000, ,011, and,000, goal orientation, student-student interaction, teacher-student interaction and methods of teaching were found to have a significant relationship with self-efficacy in mathematics; and only physical facilities was not significantly correlated to self-efficacy in mathematics. Conclusion: Classroom learning environment variables are significantly related to self-efficacy in mathematics.

scholarly journals Exploring the Influence of Teacher-Student Interaction on University Students’ Self-Efficacy in the Flipped Classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Lin Li ◽  
Shanshan Yang
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Teaching Quality ◽  
Student Interaction ◽  
Student Centered Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

The purpose of this study is to explore the impact of teacher-student interaction on undergraduate students’ self-efficacy in a Chinese university setting. Students came from natural science, management, economics, medicine, engineering and humanities. The empirical results demonstrate that teacher-student interaction has positive impact on students’ self-efficacy and their preference of the flipped classroom. Furthermore, the positive relationship between teacher-student interaction and students’ self-efficacy is partially mediated by students’ preference of the flipped classroom. Educators should focus on student-centered learning and motivate students’ preference of the flipped classroom. Students should be encouraged to actively participate in the flipped learning as well. It contributes to the reform of the flipped classroom and improvement of teaching quality in the universities.

scholarly journals Konstruksi Alat Ukur Interaksi Guru-Siswa di Sekolah Dasar Inklusif

INKLUSI ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Farida Kurniawati
Keyword(s):  
Classroom Management ◽  
Emotional Support ◽  
Primary Schools ◽  
Group Discussion ◽  
Student Interaction ◽  
Item Pool ◽  
Literature Study ◽  
Validity Testing ◽  
Teacher Student ◽  
Teacher Student Interaction

Teacher effectiveness is reflected, among other things, on how they interact with students. This study was aimed at developing a reliable and valid teacher-student interaction scale to be used in inclusive primary schools. Collection of items (item pool) was conducted through literature study and focus group discussion, followed by content validity analysis. Factorial validity and internal consistency were examined by administering the scale to 101 teachers working in various inclusive primary schools in Jakarta. Factor analysis yielded three domains on teacher-student interaction with α = 0. 93. The three domains were emotional support (p = 0.11, RMSEA = 0.05, GFI = 0.91), classroom management (p = 0.13, RMSEA = 0.05, GFI = 0.90), and instructional support (p = 0.05, RMSEA = 0.06, GFI = 0.90). Convergence validity testing is recommended in subsequent research. Increased external validity can be achieved by involving teachers with a variety of demographic factors.[Efektivitas guru dalam mengajar tercermin antara lain dalam bagaimana guru berinteraksi dengan siswa. Studi ini bertujuan untuk menyusun alat ukur interaksi guru–siswa yang reliabel dan valid untuk digunakan dalam konteks pendidikan inklusif di tingkat sekolah dasar. Pengumpulan aitem (item pool) dilakukan berdasarkan studi literatur dan diskusi kelompok terfokus, lalu dilakukan pengujian validasi konten. Validitas faktorial dan konsistensi internal dilakukan dengan melibatkan 101 guru yang mengajar di berbagai sekolah dasar inklusif di Jakarta. Analisa faktor menghasilkan tiga ranah (domain) interaksi guru-siswa dengan α = 0. 93. Ketiga ranah tersebut adalah dukungan emosional (p = 0.11, RMSEA = 0.05, GFI = 0.91), manajemen kelas (p = 0.13, RMSEA = 0.05, GFI = 0.90), dan dukungan instruksional (p = 0.05, RMSEA = 0.06, GFI = 0.90). Pengujian validitas konvergen direkomendasikan dalam penelitian selanjutnya. Peningkatan validitas eksternal dapat dilakukan dengan melibatkan guru dengan beragam faktor demografis.]

scholarly journals CONNECTION BETWEEN CLASSROOM CLIMATE AND ACADEMIC PERFORMANCE

2020 ◽  
pp. 083
Author(s):  
Dušan Ranđelović ◽  
Danica Dimić
Keyword(s):  
Academic Performance ◽  
Classroom Climate ◽  
Social Climate ◽  
Student Interaction ◽  
Fear Of Failure ◽  
Emotional Climate ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Eighth Grade Students ◽  
The Relationship

The goal of this study was to examine the relationship between academic performance and certain dimensions (components) of classroom climate (teacher-student interaction, social climate, fear of failure, and emotional climate), as well as the relationship between classroom climate components and sociodemographic variables. The sample included 180 sixth and eighth grade students from elementary schools in Leskovac. For the purposes of this study we used the Presence scale of classroom climate components and the General questionnaire created for this research. The results indicate that there is no statistically significant correlation between the classroom climate components and academic performance. Boys had higher scores when it came to the “social climate” component, while “fear of failure” was more expressed among girls. Younger students had higher scores with regard to the “teacher-student interaction” component and “emotional climate” component than the older ones .These results are partly in line with some previous studies and emphasize that it is very important to take into account the classroom climate that students are learning in, which may indirectly affect students’ academic performance.

The Relationship of Teacher Fitness to Teacher/Student Interaction

1988 ◽  
Vol 7 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Judith A. Bischoff ◽  
Sharon Ann Plowman ◽  
Lawrence Lindenman
Keyword(s):  
Interaction Analysis ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Current Evidence ◽  
Fitness Level ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Asking Questions ◽  
Analysis System ◽  
The Relationship

The purpose of this study was to determine the relationship between teacher fitness and teacher/student interaction in the classroom. Eighteen experienced high school teachers volunteered as subjects. Subjects were divided into high-fit (HF) and low-fit (LF) categories by comparison with norms for their age and sex in sit-ups, sit-and-reach, percent body fat, and maximal aerobic power. Teacher/student classroom interaction was evaluated by coding audiotapes with the verbal portion of Cheffers’ Adaptation of Flanders’ Interaction Analysis System (CAFIAS). It was revealed that HF teachers spent less time asking questions and more time giving directions than LF teachers. Teachers initiated talk more in the morning, especially on Monday, and students talked more in the afternoon, especially on Friday. Students initiated more talk in the afternoon and were more unpredictable and noncontent oriented in both their initiated and responding behavior in the afternoon. There were no significant interactions between fitness level, day, and time. The current evidence does not support the hypothesis that physically fit teachers are clearly distinguishable from unfit teachers in terms of teacher/student interaction.

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