Relation of Student-Teacher Trust with School Well-Being to High School Students

Hongwidjojo, Meilisa Petrisya; Monika, Monika; Wijaya, Erik

doi:10.24167/psidim.v17i2.1664

Cited by 5 publications

(6 citation statements)

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“…Specifically, empirical studies have found trust in the university setting to increase collaboration between student and school (Mitchell, Kensler & Tschannen-Moran, 2018;Abdelmaaboud, Peña, & Mahrous, 2020), academic performance (Ennen, Stark & Lassiter, 2015;Latif, Bunce, & Ahmad, 2021), healthy school climates and quality school life (Hongwidjojo, Monika & Wijaya, 2018;Jones & Afnan, 2019), collective teacher efficacy (Flood & Angelle, 2017), triadic set of interactions and academic optimism (Cansoy & Parlar, 2018), and student identification with school (Mitchell, Kensler, & Tschannen-Moran, 2018).…”

Section: Trust In University Settingmentioning

confidence: 99%

The Effect of Satisfaction on Trust, Social Identification and Loyalty Amongst International Students in Malaysian Public Universities

Najimdeen¹,

Amzat²,

Badrasawi³

2021

AIJISHS

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This study was conducted to examine the effects of student’s satisfaction on student’s trust, social identification, and loyalty amongst international students in Malaysian public higher institutions. It was conducted due to low research outputs on these variables among international students in Malaysia. A theoretical literature review was conducted, and an adapted survey of Student Loyalty Model was used to collect the data from four public universities in Malaysia, while regression analysis was performed to check for the effect of satisfaction on other variables. The findings showed that student’s trust, social identification, and loyalty can predict student’s satisfaction. International student satisfaction has a strong effect on trust (B=0.401), but a weak effect on social identification (B=0.220) and loyalty (B=0.131). The results indicated that the gaps in international students’ satisfaction can be minimized by improving the aspects of student loyalty and identification with the university through campus engagement and non-academic programs. The study also recommended carrying out further research within a larger population of students in public and private universities to compare their perceptions and to benefit from the experiences and successes of other international education destinations.

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Section: Trust In University Settingmentioning

confidence: 99%

The Effect of Satisfaction on Trust, Social Identification and Loyalty Amongst International Students in Malaysian Public Universities

Najimdeen¹,

Amzat²,

Badrasawi³

2021

AIJISHS

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“…Concerning hope in L2 contexts, research signifies that it is correlated with achievement, performance, self-esteem, career behavior, satisfaction, cognitive ability, success, resilience, confidence, self-efficacy, wellbeing, and engagement ( Hirschi, 2014 ; Feldman and Kubota, 2015 ; Gallagher et al, 2017 ). Likewise, trust in L2 settings has been found to influence teachers’ professional learning, fairness, wellbeing, engagement, job satisfaction, psychological empowerment, and classroom rapport ( Hoy and Tarter, 2004 ; Khany and Tazik, 2016 ; Hongwidjojo et al, 2018 ; Bellibaş and Gümüş, 2021 ). Both hope and trust can play a significant role in the development of grit in that when EFL teachers are hopeful and have trust in their colleagues and organizations, they manage the encountering setbacks better and become more gritty.…”

Section: Empirical Studiesmentioning

confidence: 99%

“…It is an interpersonal and context-bound state that forms the cornerstone of education, engagement, and success ( Hoy and Tarter, 2004 ). It has been found to influence classroom rapport, fairness, justice, wellbeing, work engagement, satisfaction, psychological empowerment, and task accomplishment ( Tschannen-Moran and Hoy, 1998 ; Hoy and Tarter, 2004 ; Khany and Tazik, 2016 ; Hongwidjojo et al, 2018 ). Moreover, it can be argued that both hope and trust can contribute to and pave the way for EFL teachers’ sense of grit.…”

Section: Introductionmentioning

confidence: 99%

The Influence of EFL Teachers’ Hope and Trust on Their Academic Grit: A Theoretical Review

2022

Front. Psychol.

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The role of emotions in second/foreign language education has been exponentially highlighted in the literature. However, the interplay of English as a foreign language (EFL) teachers’ hope, trust, and grit has witness a scant attention among L2 researchers. Against this shortcoming, the present mini-review article made an effort to offer a theoretical analysis of the theoretical and empirical underpinnings of these three constructs. In so doing, it presented the definitions, conceptualizations, dimensions, theories, related studies, and the way these variables can influence one another. Drawing on scientific findings in the literature, this study proposed some implications for EFL teachers, teacher trainers, principals, and scholars to enhance their knowledge of psycho-emotional factors and how establishing an environment based on hope and trust can generate success in L2 education. Finally, some recommendations for future research are made to drive this line of research forward.

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“…Discussions about school well-being were investigated in several settings, including at, among others, students of State Vocational Schools (Andriany & Setyawan, 2016), Pharmacy Foundation Vocational School (Nanda & Widodo, 2015), college students (Rizki & Listiara, 2015), middle school students (Abdillah et al, 2020), high school student (Wahidah & Royanto, 2019) (Hongwidjojo et al, 2018) (Evans et al, 2018) (Ramberg et al, 2019), Christian high school students (Imelda, A., & Wahyuningrum, 2017). In this study, it will be focused on the setting of Muhammadiyah Vocational High School Students because vocational secondary education is a secondary education level that prioritizes the development of students' abilities to carry out certain types of work, which is expected after graduates of Muhammadiyah Vocational Schools students have competencies according to the needs of the world of work and have a noble character so that in this study focused on students of SMK Muhammadiyah.…”

Section: Theoritical Frameworkmentioning

confidence: 99%

An Overview of School Well-Being Scale at Students of Muhammadiyah Vocational High School: A Pilot Study

Lathifah

Adi

Na’imah

2021

pssh

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The researcher conducted a psychometric analysis to know the school well-being scale’s validity and reliability and understand the dimensions that could form the school well-being variable. School well-being is a complex concept because it involves various essential elements in the teaching and learning process. School well-being is useful to help create a conducive learning environment and achieve learning goals in schools. The school well-being variable was measured using four dimensions from Konu & Rimpelä, namely having, loving, being, and health status. Forty students of SMK Muhammadiyah X in Ajibarang District, Banyumas, Indonesia, were involved. Analysis of research data to measure validity uses the corrected item-total correlation formula, while to measure reliability using Cronbach’s alpha which is analyzed using SPSS version 25. The analysis results prove that from the four dimensions of school well-being, there are 26 valid items and have a reliability coefficient of 0.903. Thus, the school well-being scale can be used for research.

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Relation of Student-Teacher Trust with School Well-Being to High School Students

Cited by 5 publications

References 0 publications

The Effect of Satisfaction on Trust, Social Identification and Loyalty Amongst International Students in Malaysian Public Universities

The Effect of Satisfaction on Trust, Social Identification and Loyalty Amongst International Students in Malaysian Public Universities

The Influence of EFL Teachers’ Hope and Trust on Their Academic Grit: A Theoretical Review

An Overview of School Well-Being Scale at Students of Muhammadiyah Vocational High School: A Pilot Study

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