Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method

Cook, Clayton R.; Coco, Susanna; Zhang, Yanchen; Fiat, Aria E.; Duong, Mylien T.; Renshaw, Tyler L.; Long, Anna C. J.; Frank, Sophia

doi:10.17105/spr-2017-0025.v47-3

Cited by 61 publications

(74 citation statements)

References 96 publications

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“…Based on our findings, experiencing about three times more positive than negative emotions in daily life could help teachers to increase their engagement and well-being. In order to experience more positive emotions, teachers might also benefit from specific interventions that might be drawn from positive psychology, such as mindfulness meditation, loving-kindness meditation (see, for review, Garland et al, 2010 ), interventions focused on work–family balance ( Crain et al, 2017 ), and cultivation of positive teacher–student relationships ( Cook et al, 2018 ). Moreover, teachers’ positive emotions and engagement could be cultivated through poetry, martial arts, and music, as these practices have been related to higher levels of flourishing and engagement ( Croom, 2012 , 2014 , 2015 ).…”

Section: Discussionmentioning

confidence: 99%

Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Rusu

Colomeischi

2020

Front. Psychol.

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Previous studies indicated that the balance of positive to negative affect (i.e., positivity ratio) is associated with subjective well-being and flourishing in the general population. Moreover, a positivity ratio of 2.9 is considered a critical value discriminating between flourishing and non-flourishing individuals. To date, however, there is limited research on the positivity ratio on samples of teachers. The present study aimed to investigate whether the positivity ratio affects work engagement and well-being among teachers. Based on the broaden-and-build theory (Fredrickson, 2001) and work engagement model (Bakker and Demerouti, 2007), we predicted that positivity ratio (the ratio between positive and negative emotions) experienced by teachers would increase their work engagement, which in turn would positively affect their well-being. A sample of 1,335 teachers (762 women and 573 men) from Romania participated in the study. Results revealed that work engagement mediated the relationship between positivity ratio and well-being. Specifically, teachers with a higher ratio of positive to negative emotions reported more engagement (dedication, absorption, and vigor) and in consequence higher levels of subjective well-being (autonomy, environmental mastery, personal growth, self-acceptance, positive relations with others and purpose in life). Also, when investigating the positivity ratio according to participants' well-being, we found a mean of positivity ratio of 2.84 for the group of teachers with high levels of well-being, validating the proposed critical positivity ratio of 2.9. These findings support the importance of addressing positive emotions and positivity ratio in prevention and intervention programs with teachers.

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Section: Discussionmentioning

confidence: 99%

Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Rusu

Colomeischi

2020

Front. Psychol.

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“…Teacher praise is also intuitively connected to the quality of the student-teacher relationship. Historical evidence has demonstrated that providing praise to students can aid in the development of a positive relationship with typical students (Cook et al, 2018;Murray & Pianta, 2007) as well as students who demonstrate social-emotional struggles as measured by rating scales and subjective teacher report (Allen et al, 2016). In particular, students who are at risk of EBD tend to be more sensitive to teacher praise than other students (Downs et al, 2019).…”

Section: Evidence Supporting Teacher Praise With Middle and High Schomentioning

confidence: 99%

Using Teacher Praise With Middle and High School Students

et al. 2020

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Teacher praise is an evidence-based strategy shown to increase appropriate prosocial behavior and decrease disruptive behavior, particularly with elementary school age students. In this article, we provide direction and recommendations for using positive feedback with middle and high school students. A review of the research literature, guidelines for implementation, and online resources are presented, along with a case study example designed to apply the implementation guidelines in a secondary school setting.

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“…Teachers play significant role in education by helping students to achieve their goals. Research conducted by Cook et al (2018) revealed that some students spend enough time with their teachers during the week. Several researchers have attempted to unlock the mystery behind student-teacher relationships quality and academic performance across primary schools (Hughes et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, student's attitudes toward teachers can influence the teacher to act positive or negative towards them. Research has it that primary school students tend to rely on their teachers for guidance (Cook et al, 2018). However, researchers have identified that as students pass through education, they become adjusted to the system and learn how to regulate their own behavior without the need for guidance from their teachers.…”

Section: Introductionmentioning

confidence: 99%

Teacher-Student Relationships: The Impact on High School Students

2019

JEP

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Teacher-student relationship is one of the factors that promotes students learning. Positive interaction creates peaceful environment, but negative interaction leads to instability. Teacher's positive relationship helps to promote student's academic growth. Teachers who emphasize positive aspect of students rather than negative aspect helps the students to be more forthcoming with positive behavior. An overemphasized negative students' attitude rather than praise leads to bad relation between instructors and students.

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Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method

Cited by 61 publications

References 96 publications

Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Using Teacher Praise With Middle and High School Students

Teacher-Student Relationships: The Impact on High School Students

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