scholarly journals Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying: A Social Cognitive Approach

2020 ◽  
Vol 17 (2) ◽  
pp. 420
Author(s):  
Sebastian Wachs ◽  
Anke Görzig ◽  
Michelle F. Wright ◽  
Wilfried Schubarth ◽  
Ludwig Bilz
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Bullying Victimization ◽  
Social Conflicts ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Willingness To Intervene ◽  
Parent Child Relationships

We applied the Social Cognitive Theory to investigate whether parent–child relationships, bullying victimization, and teacher–student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents’ willingness to intervene in a bullying incident. There were 2071 (51.3% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent–child relationships, bullying victimization, and teacher–student relationships were directly related to adolescents’ self-efficacy in social conflicts. Further, teacher–student relationships and bullying victimization were directly associated with adolescents’ willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students’ willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations.

scholarly journals Proactive Personality and Academic Engagement: The Mediating Effects of Teacher-Student Relationships and Academic Self-Efficacy

2021 ◽  
Vol 12 ◽  
Author(s):  
Peiyao Chen ◽  
Chenye Bao ◽  
Qiyang Gao
Keyword(s):  
Self Efficacy ◽  
Academic Engagement ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Proactive Personality ◽  
Academic Learning ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Academic Self Efficacy

A proactive personality provides students with strong competitiveness in academic learning. However, previous research primarily focused on the effects of the big five facets, and less attention was paid to proactive personality which shows more incremental validity in learning. The current study aimed to investigate the relationship between proactive personality and academic engagement. The sample consisted of 519 students (245 females, 274 males; Mage = 10.20, SD = 0.891). The study used Mplus 7.0 software to establish structural equation models (SEM). The results showed a significant positive relationship between proactive personality and academic engagement. Teacher-student relationships and academic self-efficacy were found to fully mediate separately between proactive personality and academic engagement. Moreover, the serial mediator model indicated that proactive personality was sequentially related to academic engagement through teacher-student relationships and academic self-efficacy. The implications for learning and teaching are discussed.

TEACHER CHARACTERISTICS AS PREDICTORS OF TEACHER-STUDENT RELATIONSHIPS: STRESS, NEGATIVE AFFECT, AND SELF-EFFICACY

2002 ◽  
Vol 30 (5) ◽  
pp. 485-493 ◽  
Author(s):  
Jina S.Yoon
Keyword(s):  
Negative Affect ◽  
Teacher Perceptions ◽  
Self Efficacy ◽  
Teacher Stress ◽  
The United States ◽  
Survey Method ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Relationships

Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student-teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher-student relationships were predicted by teacher stress. Significant correlations were found among negative affect, teacher stress and negative relationships. Implications for teacher support and continuing education issues are discussed.

scholarly journals Class- and subject teachers’ self-efficacy and emotional stability and students’ perceptions of the teacher–student relationship, classroom management, and classroom disruptions

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Alexander Wettstein ◽  
Erich Ramseier ◽  
Marion Scherzinger
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Emotional Stability ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Classroom Disruptions ◽  
Student Relationship

Abstract Background Teacher self-efficacy and emotional stability are considered crucial resources for coping with classroom demands. We examined how class and subject teachers’ self-efficacy beliefs and emotional stability are related to teachers' and students' perceptions of the teacher–student relationship, classroom management, and classroom disruptions. Methods In a sample of eighty-two swiss german 5th and 6th grade classes, 1290 students, their class teacher (N = 82), and a selected subject teacher (N = 82) filled out a questionnaire assessing classroom disruptions, teacher–student relationships, and classroom management. In a first step, we conducted t-tests on whether class teachers and subject teachers differ in their self-efficacy beliefs and emotional stability. In a second step, we explored by correlation analyses the relations between teacher self-efficacy in classroom management and emotional stability and the teachers’ and students’ perceptions of classroom disruptions, teacher–student relationships, and classroom management. In a third step, we examined by stepwise multiple regression analyses to what extent psychological variables predict teacher perceptions after controlling for students’ ratings, representing rather “objective” classroom features. Results In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive appraisal of teacher–student relationships and classroom management skills (compared with student ratings). By contrast, in subject teachers, high self-efficacy beliefs are associated with a more favorable perception of classroom disruptions, teacher–student relationships, and classroom management, from both the teachers' and students' perspectives. Conclusions The results of the present study show a distinctive pattern for class teachers and subject teachers. In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive evaluation (compared to student ratings) of the teacher–student relationship and classroom management skills but not teacher perceptions of student misbehavior. On the contrary, subject teachers' firm self-efficacy beliefs are associated with more favorable perceptions of classroom characteristics, both from the teachers' and students' perspectives.

scholarly journals Menyusun Model yang Efisien dan Efektif dari Dimensi-Dimensi School Wellbeing untuk Memprediksi Prestasi Belajar Matematika

2015 ◽  
Vol 42 (1) ◽  
pp. 15
Author(s):  
Asmadi Alsa ◽  
Aniq Hudiyah Bil Haq ◽  
Asmaul Jannah Siregar ◽  
Fitri Ayu Kusumaningrum ◽  
H. Dyah Utami ◽  
...  
Keyword(s):  
High School Students ◽  
School Climate ◽  
Social Relationships ◽  
Parental Support ◽  
Self Efficacy ◽  
School Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
And Mathematics

The study aimed to discover the combination of the variables of social relationships and means for self-fulfillment was effec¬tive for predicting students’ performance in mathematics. The subjects were 83 students of 11th grade of senior high school students in Yogyakarta. The variables were measured using the self-efficacy scale, teacher-student relationships scale, student attachment scale, parent support scale, school climate scale, and mathematics midterm exams. The data were analyzed using Stepwise regression analysis. The results indicated that out of the five independent variables, self-efficacy and teacher-student relationships were the most effective predictors. The contribution of both to mathematic performance amounted 13.3 percent, which was 6.3 percents higher if compared with self-efficacy only as single predictor. In addition, out of the five variables tested, it was the school climate did not have a significant effect on mathematic performance. Keywords: self-efficacy, students-teacher relationships, student engagement, parental support, school climate, mathematic performance Penelitian ini bertu¬juan untuk menemukan kombinasi variabel variabel dalam social relationships dan means for self-fulfillment, yang efektif memprediksi prestasi belajar matematika siswa kelas 11 SMA. Subjek penelitainnya adalah 83 siswa kelas 11 SMA Negeri ‘Y’ di Kota Yogyakarta. Instrumen penelitian yang digunakan adalah skala efikasi diri, skala hubungan guru-siswa, skala keterikatan siswa, skala dukungan orangtua, skala iklim sekolah, dan nilai UTS Matematika. Metode analisis data yang digunakan adalah satatistik analisis regresi metode Stepwise. Hasil penelitiannya adalah bahwa dari kelima variabel independen (prediktor), kombi¬nasi yang efektif untuk memprediksi prestasi matematika adalah variabel efikasi diri dan hubungan guru-siswa. Kontribusi keduanya terhadap prestasi matematika sebesar 13,3 persen, 6,3 persen lebih tinggi dibanding kalau hanya menggunakan variabel efikasi diri sebagai prediktor tunggal. Secara individual, dari kelima variabel independen yang diuji, hanya variabel independen iklim kelas yang korelasinya tidak signifikan dengan prestasi matematika. Kata kunci: efikasi diri, hubungan guru-siswa, keterikatan siswa, dukungan orangtua, iklim sekolah, dan prestasi matematika

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