PDF | Introduction The teacher student relationship is very important for a good Learning process, Respect, Student-Teacher relationship, Support, Trust. This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions. Although most research regarding teacher-student relationships investigate the elementary years of schooling, teachers have the unique opportunity to support.
Imagine children, six-year-olds seated at computers. As part of an experiment, the kids are taking a series of cognitive tests. But the researchers aren't trying to figure out who's smarter. They're trying to find out if student-teacher relationships affect the way kids think.
- Student/Teacher Relationship Resources for Educators
So the researchers have taken photographs of all the children's teachers. And just before being given a new problem to solve, each child is shown his or her teacher's face.
The image appears only for a split second, a time span so brief the kids aren't even aware of what they've seen. But it has an effect, because the kids who have close, affectionate teacher relationships -- as opposed to distant ones -- end up solving many problems faster Ahnert et al The correlation holds up even when you compare kids in the same class.
So it's not just about differences in curricula or other classroom characteristics. It seems to be about something more specific, something peculiar to each student-teacher relationship. And there may be long-lasting consequences. Do the old relationships still matter? Are the new relationships also linked with problem-solving speed?Teacher Describes How Sexual Relationship With 15 Year Old Student Began
To answer these questions, Liselotte Anhert and her colleagues test many of the children again, months later -- this time with photos of both their old, preschool teachers and their new, primary school ones.
Subliminal images of supportive preschool teachers still have a positive effect. Images of supportive primary school teachers do not. The impact of student-teacher relationships Experiments like these bolster our intuitions.
Secure, supportive relationships are especially important for young children, and may have far-reaching consequences. But what about older kids? The German experiments seem consistent with the idea that the personal equation matters less as children get older.
But there are other explanations. School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood.
MSAN - Student/Teacher Relationships
Journal of youth and adolescence, 41 2 Further support for the developmental significance of the quality of the teacher—student relationship. Journal of School Psychology, 39 4 Life-span development of self-esteem and its effects on important life outcomes. Journal of personality and social psychology, 6 Teacher-child relationships and academic achievement: A multi-level propensity score model approach. Journal of School Psychology.
Student-teacher relationships: Why emotional support matters
Parent involvement, classroom emotional support, and student behaviors: The Elementary School Journal. Child Development, Urban Education, 34 3 The role of caring in the teacher-student relationship for at-risk students. Sociological Inquiry, 71 2 Implementing a teacher—student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned.
Journal of School Psychology, 43 2 Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48 1 Self-efficacy beliefs in academic settings. Review of Educational Research, 66 4 Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. The Journal of Early Adolescence, 14 2 Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher—child relationship during the school transition.
Journal of School Psychology, 43 1 Are effective teachers like good parents? Child Development, 73 1 Teacher support Self-determination and social support offer two definitions for teacher support. The self-determination view suggests that teacher support occurs when students perceive cognitive Skinner et al.
According to Ryan and Deciindividuals do work and complete tasks based on their values, interests, and hobbies, but others close to them can influence their related emotions and motivations. Teacher support includes three dimensions: Support for autonomy is teacher provision of choice, relevance, or respect to students.
The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis
Structure is clarity of expectations and contingencies. Involvement is warmth, affection, dedication of resources, understanding the student, or dependability Skinner et al.
Research applying this definition of teacher support has found that it can influence anxiety, depression, hope, and other emotions among students Reddy et al. In the social support model, teacher support can be viewed in two ways: The broad perspective, based on Tardy's social support framework, defines teacher support as a teacher giving informational, instrumental, emotional, or appraisal support to a student, in any environment Tardy, ; Kerres Malecki and Kilpatrick Demary, Informational support is giving advice or information in a particular content area.
Instrumental support is giving resources such as money or time. Emotional support is love, trust, or empathy. Appraisal support is giving evaluative feedback to each student Malecki and Elliott, The narrow perspective views teacher support in the form of help, trust, friendship, and interest only in a classroom environment Fraser, ; Aldridge et al. Teacher support enhances a teacher's relationship with a student.
Specifically, teachers who support students show their care and concern for their students, so these students often reciprocate this concern and respect for the teacher by adhering to classroom norms Chiu and Chow, ; Longobardi et al. When teachers shout at students, blame them, or aggressively discipline them, these students often show less concern for their teachers and fewer cooperative classroom behaviors Miller et al.
As might be expected from this variation and diffuseness in definitions of teacher support, none of them specify a direct relationship between teacher support and students' academic emotions, making it difficult to determine the salient levers for intervention and support. Therefore, we conduct a meta-analysis to integrate these diverse frameworks and streamline the knowledge base, thereby promoting the development of this field.