Parent-teacher partnership and high school students’ development in mainland China: the mediating role of teacher-student relationship

Deng, Linyuan; Zhou, Nan; Nie, Ruihong; Jin, Peipei; Yang, Mengxi; Fang, Xiaoyi

doi:10.1080/02188791.2017.1361904

Cited by 24 publications

(24 citation statements)

References 56 publications

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“…Among a group of secondary school students in the U.S., Froiland and Davison [87] found a negative association between a satisfying and trusting parent-teacher relationship and problematic behaviors. Similarly, a study conducted across 10 provinces in China found that the parent-teacher relationship was linked with better social (e.g., relationships) and career (e.g., goal-settings) outcomes among high school students [90]. Therefore, there is a need for schools to devote efforts to increasing the number of family-school contacts and enhancing the quality of the parent-teacher relationship as they both contribute to academic and mental health outcomes.…”

Section: Parent-teacher Relationshipmentioning

confidence: 93%

Relationships and School Success: From a Social-Emotional Learning Perspective

Konishi¹,

Wong²

2018

Health and Academic Achievement

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There is an increased body of research indicating the importance of social-emotional learning (SEL) in schools. SEL is the processes of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. It is promoted through both direct instruction and the establishment of safe, caring, and supportive learning environments in which all students feel valued, respected, and connected. In support of such arguments are studies linking SEL to a number of positive students' outcomes, including better academic achievement, social behavior, and emotional wellbeing. This chapter addresses how SEL, especially relationships as a critical component of SEL, contributes to school success and mental health especially among youth, with research evidence. Further, on the basis that we often do not feel efficacious in fostering SEL due to inadequate training and information, this chapter provides evidence-based practices to support healthy relationships and learning environments.

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Section: Parent-teacher Relationshipmentioning

confidence: 93%

Relationships and School Success: From a Social-Emotional Learning Perspective

Konishi¹,

Wong²

2018

Health and Academic Achievement

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“…This finding can be explained by the fact that rural teachers International Journal of Instruction, July 2022 • Vol.15, No.3 spend more time with their students and stay among their students' communities, thus establishing strong bonding with the parents and community members (McMillan & Chavis, 1986). Such bonding between teacher, parents, and community members establishes a strong partnership in developing the social and emotional well-being of students as part of the WSA (Bryan & Henry, 2008;Deng et al, 2018).…”

Section: Factors Affecting Regular Teachers' Involvement In Segmentioning

confidence: 99%

Whole School Approach on Social and Emotional Guidance among Rural Elementary Schools: Regular Teachers’ Involvement

Tnay¹,

Adruce²,

Nordin³

et al. 2022

INT J INSTRUCTION

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This study explored the implementation of the whole school approach (WSA) on social and emotional guidance (SEG) in rural primary schools in Sarawak, Malaysia. Regular teachers (N = 2,532) in Sarawak responded to an electronic survey. The theory of planned behavior (TPB) and the socio-emotional guidance model were employed to explore the level of implementing the WSA on SEG among the respondents. Factors affecting the intention to be involved in SEG were also explored. This paper provides insights for policymakers and educational administrators to promote the social and emotional well-being of rural students in a developing country.

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“…Teacher-Parent Relationship has an important correlation with the academic development, career, and personal/social competency development of secondary school students. Families and schools need to work with each other to provide a supportive, enriching, close monitoring, and mentoring environment suitable for students [9].…”

Section: Stpr On Online-based Learningmentioning

confidence: 99%

“…Violation of norms or mutual agreement according to the theory of communitarian citizenship is a serious problem that will disrupt the existence and balance of society. Therefore, various violations are seen as behavior that must be opposed together [9]. Obeying values and norms as a form of avoiding violations is very important to be done by good citizens.…”

Section: Continued Cooperation Through Technology Can Still Be Like Z...mentioning

confidence: 99%

Responding the Constraints of Building Student-Teacher-Parent Relationships to Improve Student’s Civic Disposition Phenomenological Studies in Civic Education Online Based Learning

Wardhani¹,

Fitriasari²

2022

Advances in Social Science, Education and Humanities Research

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Online learning provides a new pattern of relationships between students, teachers, and parents. There are various obstacles in building the right new relationship patterns. So that student's civic disposition have many challenges to improve. This article aims to explore how teachers, students, and parents respond the obstacles in building good relationships to improve student's civic disposition. The research method used is qualitative approach with phenomenological design. The data was collected with in-depth interviews and participant observations. The data is analyzed with transcription, horizonalisation, and cluster of meaning stages. Informants of this research are all teachers of Civic Education in Senior High School of Muhammadiyah Taman and representatives of students with their parents. The selection of informants is done by the snowball sampling technique. The result shows that students, teachers, and parents respond with several forms of action, namely: (1) maximizing limited time into quality time through dialogue or discussion, (2) simplifying demands, (3) including alternative options in difficult conditions, and (4) optimizing the use of communication technology. The conclusion is that both students, teachers, and parents respond to obstacles with full acceptance and awareness of the limitations on online learning during the pandemic along with continuous responsess to maximize their respective roles.

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Parent-teacher partnership and high school students’ development in mainland China: the mediating role of teacher-student relationship

Cited by 24 publications

References 56 publications

Relationships and School Success: From a Social-Emotional Learning Perspective

Relationships and School Success: From a Social-Emotional Learning Perspective

Whole School Approach on Social and Emotional Guidance among Rural Elementary Schools: Regular Teachers’ Involvement

Responding the Constraints of Building Student-Teacher-Parent Relationships to Improve Student’s Civic Disposition Phenomenological Studies in Civic Education Online Based Learning

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