scholarly journals The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study

2021 ◽  
Vol 12 ◽  
Author(s):  
María Teresa Chamizo-Nieto ◽  
Christiane Arrivillaga ◽  
Lourdes Rey ◽  
Natalio Extremera
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Well Being ◽  
Self Report ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Educational context has an important influence on adolescents’ development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students’ academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12–18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.

scholarly journals Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

2018 ◽  
Vol 58 ◽  
pp. 126-136 ◽  
Author(s):  
Karen Aldrup ◽  
Uta Klusmann ◽  
Oliver Lüdtke ◽  
Richard Göllner ◽  
Ulrich Trautwein
Keyword(s):  
Well Being ◽  
Mediating Role ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Misbehavior ◽  
Student Relationship

scholarly journals Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2101
Author(s):  
Juan-Manuel Trujillo-Torres ◽  
Hassan Hossein-Mohand ◽  
Melchor Gómez-García ◽  
Hossein Hossein-Mohand ◽  
Francisco-Javier Hinojo-Lucena
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
School Environment ◽  
Optimal Algorithm ◽  
School Students ◽  
Cross Sectional ◽  
Maximum Gain ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

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.

scholarly journals The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience

2021 ◽  
Vol 15 (2) ◽  
pp. 267-274
Author(s):  
Irsyad Farhah ◽  
Airin Yustikarini Saleh ◽  
Shahnaz Safitri
Keyword(s):  
High School ◽  
Teaching Experience ◽  
Well Being ◽  
Subjective Well Being ◽  
Good Relationship ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being. The teacher-student relationship was measured using the Student-Teacher Relationship Scale (STRS), while the teacher subjective well-being was measured by the Teacher Subjective Well-Being Questionnaire (TSWQ). Respondents in this study were 289 teachers at the middle school level from both junior high school and senior high school or equivalent. The analysis technique used was a simple moderation analysis. The result showed that there was a positive relationship between the teacher-student relationship, the teacher subjective well-being, and teacher experience. However, this study indicated that there was no moderation role of the teaching experience in weakening or strengthening the close teacher-student relationship impact on the teacher well-being.

scholarly journals Does teacher-student relationship mediate the relation between student misbehavior and teacher psychological well-being?

2019 ◽  
Vol 4 (1) ◽  
pp. 34 ◽  
Author(s):  
Mohamad Arief Rafsanjani ◽  
Heni Purwa Pamungkas ◽  
Etika Dhewi Rahmawati
Keyword(s):  
Emotional Exhaustion ◽  
Structural Equation ◽  
Well Being ◽  
Equation Modeling ◽  
Psychological Well Being ◽  
Population Sampling ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Misbehavior ◽  
Student Relationship

One dominant determinant of teacher psychological well-being is the problem of student discipline. This study seeks to describe how the process of student disciplin (seen of student misbehavior) may affect teacher psychological well-being (seen of enthusiasm and emotional exhaustion) by including a mediator variable, namely teacher-student relation. This study was conducted on 159 economics teachers of senior high schools in Malang (Malang City and Malang Regency) using a total population sampling. We used structural equation modeling (SEM) for data analysis, followed by a sobel test the mediating role of variable in teacher-student relationship. The results showed that student misbehavior had a negative effect on work enthusiasm but a positive effect on students' emotional exhaustion. This study also found that teacher-student relation mediate the relationship between student misbehavior and teacher psychological well-being. The results of this study explain the process of student misbehavior in establishing teacher-student relations which ultimately influences teacher work enthusiasm and emotional well-being.

scholarly journals 95 BIAS “GURU-MURID” DAN BIAS “ORANG DALAM” DALAM STUDI-STUDI TENTANG KIAI

KRITIS ◽  
2017 ◽  
Vol 24 (2) ◽  
pp. 95-128
Author(s):  
J. Mardimin ◽  
Pamerdi Giri Wiloso ◽  
Sony Heru Priyanto
Keyword(s):  
Social Role ◽  
Point Of View ◽  
Teacher Student ◽  
Research Publications ◽  
Teacher Student Relationship ◽  
Student Relationship

Since 1980s, social role of the Kyai (Islamic Religious Teachers) has attracted many Indonesian dan International researchers. However, the research publications are mostly from the point of view of the Islamic researchers, therefore, they are less objective. We recognise „teacher-student relationship bias‟ and „insiders‟ point of view bias‟ because the researchers did backyard research. This article is meant to address the issue.

scholarly journals Relationship Between Emotional Intelligence and Health Behaviours among University Students: The Predictive and Moderating Role of Gender

2018 ◽  
Vol 2018 ◽  
pp. 1-11 ◽  
Author(s):  
Romualdas Malinauskas ◽  
Audrone Dumciene ◽  
Saule Sipaviciene ◽  
Vilija Malinauskiene
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Health Behaviour ◽  
Risk Taking ◽  
Health Behaviours ◽  
Self Report ◽  
Stepwise Multiple Regression ◽  
Cross Sectional ◽  
The Relationship

This study investigated the role of gender as a potential predictor of health behaviour and potential moderator of the relationship between emotional intelligence and health behaviour. This cross-sectional study included 1214 students (597 males and 617 females). Data were collected using the Schutte Self-Report Inventory and the Health Behaviour Checklist. Stepwise multiple regression analysis was executed with the components of health behaviour as the dependent variables to examine the predictive value of the emotional intelligence indicators as the independent variables. Gender predicted all categories of health behaviours. Only one indicator of emotional intelligence, appraisal, predicted the Accident Control and Traffic Risk Taking categories. The emotional intelligence indicator of social skills emerged only as a predictor of Wellness Maintenance and Enhancement in university students. Gender moderates the relationship between all emotional intelligence indicators and health behaviour components except the relationship between Appraisal and Substance Risk Taking and the relationship between Utilization and traffic risk taking.

ARTHUR F. BUEHLER, Sufi Heirs of the Prophet: The Indian Naqshbandiyya and the Rise of the Mediating Sufi Shaykh (Columbia: University of South Carolina Press, 1998). Pp. 339. Price not available.

2000 ◽  
Vol 32 (4) ◽  
pp. 541-542
Author(s):  
John Renard
Keyword(s):  
South Carolina ◽  
Historical Background ◽  
Columbia University ◽  
University Of South Carolina ◽  
Spiritual Path ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
History Of ◽  
Student Relationship

Islamicists interested in Sufism have benefited from a growing number of worthwhile publications in recent years. Studies of South Asian Sufism in particular have broadened scholarly horizons by increasing the range of materials with which to reconstruct a complex history. One aspect of the history of Sufism that has been getting significant attention in various contexts lately is the role of authority in the person of the shaykh. Arthur Buehler offers in his study of South Asia's Naqshbandis something of a parallel to what Vincent Cornell has produced in his work on the role of the shaykh among North Africa's Shadhilis. He argues that Naqshbandi Sufism has witnessed an important shift in the role of the shaykh, from one of hands-on mystical tutelage to one of intercession. Buehler sets his chief argument in the context of evidence that major transformations occurred in the nature of Sufi spiritual authority beginning in the 9th through 11th centuries. In his first two chapters, Buehler lays out the general historical background. Before Sufism had been fully institutionalized into discrete orders, the “teaching shaykh” (shaykh at-ta⊂l―im) instructed all comers in the growing body of Sufi tradition. Imparting the wisdom of already legendary characters, they equipped their students with a working knowledge of the essentials of Sufism. They and their pupils were often quite mobile, and the teacher-student relationship remained relatively informal and distant. Beginning in the late 9th century, that relationship began to change. Over the next 200 years or so, a new kind of shaykh emerged as the normative type of Sufi authority. From a fixed abode, the “directing shaykh” (shaykh al-tarbiyya) provided increasingly proprietary instruction on the actual pursuit of the spiritual path to a select few disciples who pledged their sole allegiance to one spiritual guide. Now the shaykh imparted not merely generalized instructions on spiritual etiquette, but also soul-challenging advice and do-it-or-depart requirements for advancement on the mystical path. Regarded as virtually infallible, the directing shaykh initiated followers into a lineage, bestowed the khirqa, and generally exercised total authority over the disciple's daily affairs.

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