Fostering Students’ Well-Being: The Mediating Role of Teacher Interpersonal Behavior and Student-Teacher Relationships

Frontiers in Psychology ◽

10.3389/fpsyg.2021.796728 ◽

2022 ◽

Vol 12 ◽

Author(s):

Fang Zheng

Keyword(s):

Well Being ◽

Social Needs ◽

Interpersonal Behavior ◽

Student Interactions ◽

Mediating Role ◽

Teacher Student ◽

Teacher Relationships ◽

Teacher Student Interactions ◽

Student Teacher Relationships

Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the function of teachers has got specific consideration regarding students’ well-being, given the merits of teacher-student interactions. High-quality educator-learner relationships offer a support base for long-term learners’ education. Educator interpersonal behavior that makes learners feel supported and cared for is known as emotional support. These behaviors can help learners’ emotional and social needs; meet learners’ families, and being available when learners need additional help. This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students’ well-being. As a final point, this review can provide suggestions and recommendations for teaching participants in the scholastic context.

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Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions

Mindfulness ◽

10.1007/s12671-018-0968-2 ◽

2018 ◽

Vol 10 (2) ◽

pp. 245-255 ◽

Cited By ~ 13

Author(s):

Summer S. Braun ◽

Robert W. Roeser ◽

Andrew J. Mashburn ◽

Ellen Skinner

Keyword(s):

Middle School ◽

Occupational Health ◽

Middle School Teachers ◽

Well Being ◽

School Teachers ◽

Student Interactions ◽

Teacher Student ◽

Teacher Student Interactions ◽

Health And Well Being

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On the Robustness of the Quizzing Effect under Real Teaching Conditions

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000149 ◽

2015 ◽

Vol 29 (2) ◽

pp. 109-114

Author(s):

Tilmann Betsch ◽

Nancy Quittenbaum ◽

Manfred Lüders

Keyword(s):

Testing Effect ◽

Short Term Memory ◽

Field Studies ◽

Long Term Memory ◽

Student Interactions ◽

Term Memory ◽

Teacher Student ◽

Teacher Student Interactions ◽

Quasi Experimental

Lab experiments and field studies showed that studying improves short-term memory, whereas active retrieval improves long-term memory – a phenomenon known as the quizzing (or testing) effect. In a quasi-experimental field study with four elementary school classes (18 < n < 22) and a pretest – posttest (5 min after the intervention) – posttest (6 weeks later) design, we tested the robustness of the quizzing effect under real conditions involving verbal teacher-student interactions in geometry lessons on symmetry in elementary schoolers. Results showed that re-studying compared to active retrieval (quizzing) enhanced learning more when measured directly after the lessons. This pattern revered when knowledge was measured six weeks later, demonstrating that the quizzing effect was robust. Moreover, long-term memory generally increased after six weeks. Limitations of the quasi-experimental approach are discussed.

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Classrooms Built for Belonging

Advances in Early Childhood and K-12 Education - Promoting Positive Learning Experiences in Middle School Education ◽

10.4018/978-1-7998-7057-9.ch007 ◽

2021 ◽

pp. 132-147

Author(s):

John Lando Carter ◽

Joshua Charles Tipton

Keyword(s):

Teaching And Learning ◽

Well Being ◽

Student Interactions ◽

Teacher Student Relationships ◽

Teacher Student ◽

Future Success ◽

Teacher Student Interactions ◽

The Right ◽

Caring Teacher

Building classroom relationships that last is no singular act bound to the opening weeks of the academic year. The seeds of strong teacher-student relationships must be nurtured and cultivated over time and in the right environment, one designed for belonging and learning for all. The quality of teacher-student interactions and relationships undoubtedly influences academic achievement and the educational experience of students. Teaching and learning environments that are conducive to the development of caring teacher-student interactions is vital to student well-being. Students that feel a genuine sense of belonging are apt to stay active, take risks, and flourish, and cultivating these behaviors in middle school classrooms is paramount to students' future success. Classrooms built for belonging operate on three key elements: moving beyond icebreakers, inviting students to serve as co-designers of learning experiences, and implementing gradebooks with grace.

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