Evaluating the Student-Teacher Relationship in Elementary Schools: “My Teacher &amp; I-Child”

Öz, Ayşegül Şükran; Dolapçıoğlu, Sevda

doi:10.20448/journal.522.2019.51.8.17

Cited by 4 publications

(5 citation statements)

References 37 publications

(75 reference statements)

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“…However, some studies have reported mixed findings upon the impact of teacher support on academic achievement in Pakistani universities. In this connection, for example, one study found that in particular group of students, teacher-student relationship was almost independent of academic performance, suggesting that other factors may also play a role (Oz, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Influence of Teacher-Student Relationships on Students’ Academic Achievement at University Level

Afzal

Rafiq

Kanwal

2023

GUJR

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The primary goal of this research was to investigate relationship between teachers and students and its impact upon students' academic success. As students spend significant amount of time with their teachers, collaborative and close relationship between them has a critical and meaningful effect on students. This study aimed to answer two key questions: How do students perceive their relationships with their teachers? And how does relationship amid teachers and students affect academic achievement? To address these questions, the study employed a positivist paradigm and a quantitative approach. The survey method was used to collect data, and a structured questionnaire was used as instrument. The study population comprised all public and private universities in Lahore, and a convenient sampling technique was used to select eight universities, four public and four private. Collected data were analyzed using SPSS-V-27, & descriptive and inferential statistics were used to draw conclusions. The study findings revealed that strong relationship between teachers and students existed, and it had a significant impact upon students' academic achievement. The study also found that students' perceptions of their relationships with their teachers were positive and had positive effect on their grades & academic achievements.

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Section: Discussionmentioning

confidence: 99%

The Influence of Teacher-Student Relationships on Students’ Academic Achievement at University Level

Afzal

Rafiq

Kanwal

2023

GUJR

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“…(2012) found that female instructors are more empathetic with students, reflecting on student engagement levels and outcomes. Conversely, Oz (2019) reported that the faculty's gender does not significantly influence student–faculty rapport.…”

Section: Students’ Perceptions Of Fsrmentioning

confidence: 99%

“…These unique connections also enabled open classroom discussions and student engagement, thereby causing interest to increase rapidly. A robust FSR in the classroom supports students emotionally by promoting self‐assurance and self‐esteem (Oz, 2019).…”

Section: Students’ Perceptions Of Fsrmentioning

confidence: 99%

Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom

Almusharraf

2021

Educational Measurement

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Rapport-building is perceived to enhance engagement, level of gratification, and collaboration, resulting in better student engagement in the learning process. The current study measures the extent to which postsecondary instructors promote a meaningful online environment through faculty-student rapport (FSR) in undergraduate English as a foreign language (EFL) classrooms. This study is grounded on social constructivism and self-determination theoretical frameworks, suggesting that building meaningful environments aids students' investment and engagement in learning. The study utilizes a questionnaire and classroom observations to explore the relationship between FSR and students' level of engagement. The results revealed a significant difference between the rapport-building and nonrapport-building groups at a personal and academic level. The findings shed light on student attitudes about various instructional practices and techniques that play a critical role in building a safe, proactive, dynamic, and engaging online environment. Further research is required to reduce the issues related to physical distancing, emotional expressions, and technological competence. Technical competency is the primary prerequisite of any specialized activity; consequently, instructors need to assess learners' knowledge and accessibility within the learning community. Reflective practice is recommended for faculty members who are thus encouraged to continuously reflect on their teaching practice, redirect and modify their performance to meet their learners' specific needs, and design and maintain a healthy and encouraging relationship with individual students.

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“…However; after synthesizing 119 studies, which were conducted in the US, Canada, Philippines, Brazil, Germany and the UK in the years from 1948 to 2004, Cornelius-White ( 2007) concluded that the views of STR of the students and observers were actually more predictive of the students' success. Despite the importance of understanding the internal judgments of children in terms of relationships (Lynch & Cicchetti, 1997;Olson, 1977;Reid, Landesman, Treder, & Jaccard, 1989), few studies focused on the student perceptions (Mantzicopoulos & Neuharth-Pritchett, 2003;Murray et al, 2008;Oz & Dolapcioglu, 2019;Williams, 2012). Additionally, there is a scarcity of research that focuses on the STR through the entire elementary school period (Baker, 2006).…”

Section: Student-teacher Relationship (Str)mentioning

confidence: 99%

“…The MFF-C scale was adapted to the Turkish culture by Oz and Dolapcioglu (2019). Since the adapted form of the scale only focused on the STR, it was renamed 'My Teacher and I-Child Scale (MTI-C)' to fit the scale's content.…”

Section: My Teacher and I-child Scale (Mti-c) The My Family And Frien...mentioning

confidence: 99%

How does Students with and without Disabilities Perceive Student'Teacher Relationship in Inclusive Elementary Classrooms?

2023

IJPE

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This investigation aims to examine the differences in perceived Student-Teacher Relationship (STR) among students with mild intellectual disabilities (SMID), low academic achievement (SLAA) and high academic (SHAA) achievement in Turkish inclusive elementary classrooms. Student participants were interviewed to complete a scale. Teacher participants completed teacher demographic information, student and classroom information forms. The findings indicate that except students' gender, teachers and students demographic characteristics do not affect the students' perceptions of the STR. Girls appear to be more satisfied in STRs than boys. SMID and SLAA are less satisfied in STRs than high achieving group. The satisfaction levels of the child participants in the emotional, informational and closeness dimensions of the STR were significantly different for SMID. The results demonstrate that the participants' ratings of closeness significantly differ from the emotional and informational support dimensions.

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Evaluating the Student-Teacher Relationship in Elementary Schools: “My Teacher & I-Child”

Cited by 4 publications

References 37 publications

The Influence of Teacher-Student Relationships on Students’ Academic Achievement at University Level

The Influence of Teacher-Student Relationships on Students’ Academic Achievement at University Level

Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom

How does Students with and without Disabilities Perceive Student'Teacher Relationship in Inclusive Elementary Classrooms?

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