Changes in Students’ School Trust as a Reflection of Teachers’ Collective Learning Processes: Findings from a Longitudinal Study

Jederlund, Ulf; Rosen, Tatjana von

doi:10.1080/00313831.2021.1982764

Cited by 5 publications

(7 citation statements)

References 37 publications

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“…Ongoing changes to HEIs are also resulting in transformations of student-lecturer relationships, largely replacing individual relationships with relationships between lecturers and student groups. This shift requires attention to trust's important role in these relationships, as well as its impact on educational processes (Owen, 2016;Jederlund and von Rosen, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Creating an environment conducive to the transfer and absorption of knowledge through trust between lecturers and students is also important (Jederlund and von Rosen, 2021). HEIs have evolved from centres of social embedding to providers of education, understood as a set of competencies, enabling employability (Kezar, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Accordingly, the current paper aims to identify trust’s role in entrepreneurship education. Although an increasing number of studies have addressed trust’s importance in the education process (Hattie, 2009; Doğan and Adams, 2018), as well as entrepreneurship education (Kuratko, 2005; Boldureanu et al , 2020; Saadat et al , 2021), trust’s importance in the particular case of entrepreneurship learning has not yet received much attention. Therefore, the current study fills a gap in the literature by identifying trust-building mechanisms in student–lecturer relationships and their impact on the development of entrepreneurial intentions and behaviours.…”

Section: Introductionmentioning

confidence: 99%

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Trust in lecturer–student relationships as a factor supporting entrepreneurship

Lewicka

Bollampally²

2022

APJIE

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Purpose This paper aims to identify trust’s role in the student–lecturer relationship and to identify the factors that build trust in this relationship, as well as the mechanisms through which trust influences entrepreneurial intentions and behaviours. Design/methodology/approach This paper presents the results of empirical research based on a semi-structured interview questionnaire. The participants included 12 entrepreneurs, 25–40 years old, who were running their own small enterprises. They were categorised by industry. Findings This study’s results suggest that entrepreneurship education based on trust in student–lecturer relationships contributes to the formation of entrepreneurial intentions and behaviours. This study has identified the factors that build trust between students and lecturers. Three mechanisms were also identified as having the greatest impact on transforming entrepreneurial intentions into actions: increasing self-efficacy, cultivating a broader perspective and encouraging initiative and risk taking. Research limitations/implications An obvious limitation of this research is its small sample size. Moreover, this study’s respondents were all entrepreneurs running small companies – mainly start-ups – with up to 50 employees established by entrepreneurs up to four years after graduation. Additionally, the majority of the sample were men of Indian nationality. In subsequent studies, including more diverse respondents would be useful. Moreover, a quantitative survey of a larger sample with greater gender and cultural diversity would be worthwhile to test the proposed model. Practical implications This paper helps explain the trust’s importance in the student–lecturer relationship. This paper reveals how relationships should be established to support entrepreneurial learning outcomes. Originality/value The results of this research expand the knowledge on trust-building between students and lecturers that can develop successful entrepreneurial attitudes amongst students and help students succeed as entrepreneurs. To the authors’ knowledge, no previous research had examined this topic. This study’s results are probably more universally relevant than our limited sample suggests, so further in-depth research is needed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Trust in lecturer–student relationships as a factor supporting entrepreneurship

Lewicka

Bollampally²

2022

APJIE

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“…This can provide the perceived student and teacher relationship in their learning process and self-efficacy on students trajectory in the learning collective process. It contributes to the student reflection and learning process, Jederlund, & von Rosen, (2021). It also emphasizes that students reflect on the management of the classroom for the learning process improvement and motivation to learn which means that demand of the classroom management is overwhelming and can be challenging among teachers in the academic progress of students.…”

Section: On the Significant Relationship Between The Teaching And Lea...mentioning

confidence: 99%

Teaching and learning intervention in the educational setting: adapting the teacher theory model

Mallillin

2022

Int. J. Edu. Inno. Res.

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The study aims to examine the teaching and learning intervention in the educational setting as implemented in terms of student interest, learning reflection, direct instruction, learning activities, and student performance. It also aims to identify the contribution of the teacher theory model in adapting the teaching and learning intervention in the educational setting in the area of talented, enthusiastic, adaptability, creativity, honest, effective, and resourceful. The research employs the descriptive quantitative methods and designs to utilize and generalize the result of the opinion, attitude, behaviors of the variable defined in the study. Purposive sampling is also explored in the study since it refers to the expert sampling or judgmental. It is a sample of non-probability. The study comprised One Hundred (100) respondents only. Results show that it encourages, open communication and sincerity of teachers for students to be comfortable in sharing their knowledge and opinion inside the classroom in terms of student interest, provides learning reflection for students to gauge quickly in the understanding of the lesson and teaching content in terms of learning reflection, assesses the teaching concept to modify the lesson as needed in terms of direct instruction, provides a better brainstorming approach to learning activities for students to share their insights and ideas about the lesson in terms of learning activities, aligns the learning instruction and standard in the task to the measurable learning target of the subject in terms of student performance. On the other hand, contribution of teacher model theory shows being patient at all levels in the variety of classroom cultural background, intellectual abilities, and learning styles to balance their own expectations and unique abilities for the learners in the area of teacher as talented, shows that teacher improves classroom behavior, student performance, positive attitude, and lead better evaluation in teaching in the area of teacher as enthusiastic, focuses on the transformation and interdisciplinary learning that equips with technological advancement in the increased roles and functions of the learning process in the area of teacher as adaptable, shows that teaching empowers the opinion and ideas that express unique ways in teaching and active learning relevant for student learners in the area of teacher as creative, shows that teacher speaks the truth by avoiding giving false compliments and honestly correcting mistakes done by the students in the area of teacher as honest, shows that it explores student thinking in efficient learning and delivers the information that lasts for the students’ skills and knowledge in the area of teacher as effective, shows that teaches positive skepticism to students and the ability to look for the development and solution to the learning process in the area of teacher as resourceful. Findings show that there is no significant relationship between the teaching and learning intervention in the educational setting implementation and the contribution of the teacher theory model in adapting the teaching and learning intervention in the educational setting among the respondents.

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“…Their study also found that students’ perceptions of their professionalism may be weaker than those of their peers. One study found a positive association between student–student connectedness and student-teacher connectedness ( Stone and Logan, 2018 ; Bireda, 2019 ), so students are more probable to connect with their peers when teachers recognize their abilities and regularly engage in meaningful communication with them ( Stone and Springer, 2019 ), and this positive teacher-student relationship in turn promotes perceived teacher character teaching behaviors ( Jederlund and von Rosen, 2021 ).…”

Section: Research Hypothesis and Theoretical Frameworkmentioning

confidence: 99%

The influence of students’ sense of social connectedness on prosocial behavior in higher education institutions in Guangxi, China: A perspective of perceived teachers’ character teaching behavior and social support

Wang

2022

Front. Psychol.

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The objective of this study is to examine the sense of social connectedness (SSC) and prosocial behavior (PB) of students in Guangxi higher education institutions in China and to further understand the factors influencing PB of higher education students. In this study, a total of 1,007 students were sampled from 8 Guangxi higher vocational schools through purposive sampling using questionnaires, of which 676 (67.1%) were male students and 331 (32.9%) were female students. This study further enriches self-determination theory by exploring the effects of teachers’ character teaching behaviors and social support on PB, using the SSC as an intrinsic motivation. In addition, the results of the study revealed that SSC, perceived teacher character teaching behaviors and perceived social support (PSS) were positively related to students’ PB. SSC affects PB not only directly, but also indirectly through the mediating role of perceived teacher character teaching behavior and perceived teacher support. Teacher character teaching behaviors and PSS also play a chain mediating role in the relationship between SSC and PB. Finally, this study provides strategies to optimize school character management for higher education students in order to meet their basic psychological needs and thus promote the production of PB.

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Changes in Students’ School Trust as a Reflection of Teachers’ Collective Learning Processes: Findings from a Longitudinal Study

Cited by 5 publications

References 37 publications

Trust in lecturer–student relationships as a factor supporting entrepreneurship

Trust in lecturer–student relationships as a factor supporting entrepreneurship

Teaching and learning intervention in the educational setting: adapting the teacher theory model

The influence of students’ sense of social connectedness on prosocial behavior in higher education institutions in Guangxi, China: A perspective of perceived teachers’ character teaching behavior and social support

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