Student-Teacher Relationship and Student Academic Motivation

Jasmi, Adibah Najihah; Hin, Lim Chong

doi:10.7603/s40933-014-0006-0

Cited by 12 publications

(8 citation statements)

References 9 publications

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“…The study also indicated that sportsmanship has no significant relationship with trust. This contrasts with the concept of sportsmanship, which refers to an individual's avoidance of potentially tense behavior, complaints, escalating difficulties, and a disrespectful attitude (Jasmi & Hin, 2014). It means that students' trust in lecturers, the students will not exhibit good sportsmanship behavior by taking a positive attitude.…”

Section: Resultsmentioning

confidence: 96%

Trust, Perceived Support and Organizational Citizenship Behavior Among Undergraduate Students in Universiti Sains Malaysia

Kee

Syazwan

Rusydi

et al. 2021

APJME

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Most research on organizational citizenship behavior (OCB) has been conducted in industrial or organizational environments. This paper explores the concept of OCB among undergraduate students in Universiti Sains Malaysia. This paper investigates the link between trust, perceived support, and OCB. The findings indicate that students with high-quality social exchange relationships with their lecturers, classmates, and university are more likely to develop OCB. This indicates that trust and perceived support lead to OCB among undergraduate students. This study provides important insight to university management and academic staff about how trust and perceived support can boost their students’ OCB. The survey was carried out through Google Form. These data were analyzed using SPSS.

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Section: Resultsmentioning

confidence: 96%

Trust, Perceived Support and Organizational Citizenship Behavior Among Undergraduate Students in Universiti Sains Malaysia

Kee

Syazwan

Rusydi

et al. 2021

APJME

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show abstract

“…Ayres et al (2004) ascribed teachers' success to several factors, the first of which are their relationships with their students. Likewise, Jasmi and Hin (2014), who examined the potential link between teacher-student rapport and student motivation, found that teacher support and teacher approachability was key to supporting this relationship. Within IEPs, where many students begin their programs of study immediately after high school, the teacher-student relationship looms large in the minds of both students who mandatorily spend a minimum of 18 contact hours in IEP classrooms every week (Reese & Helms, 2018;U.S.…”

Section: (14 Of 19) |mentioning

confidence: 99%

An exploratory study examining the experiences of international students in an intensive English program

Ammigan

Bentahar

2023

TESOL Journal

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Understanding the experiences and preferences of international students during their programs of study can be crucial for how institutions of higher education recruit, retain, and ensure the success of students in an increasingly competitive global market. While there is a well‐established body of literature on the academic and living experiences of students in general, few empirical studies have examined the perspectives of those specifically enrolled in intensive English programs (IEPs). This quantitative study investigates the degree to which international students were satisfied with various aspects of their IEP experience at a university located in the mid‐Atlantic region of the United States. It uses data from the International Student Barometer, a global benchmarking tool for assessing student satisfaction, to evaluate associations between international students' overall program experiences and 67 different satisfaction variables within their arrival, learning, living, and support services environments. Bivariate correlation analyses reveal the most prominent associations with students' overall program experiences, including the need for orientation programs and a sense of belonging upon arrival on campus; access to and personal support from instructors and academic staff; opportunities to engage socially and culturally; and support services on immigration issues and mental wellness. Findings from this study highlight the importance of university‐wide curricular and co‐curricular support services for enhancing the experiences of IEP international students. They also point to a few recommendations around strengthening language learning support, remote learning options, teacher professional development, and assessment practices for international educators and university administrators.

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“…Furthermore, calculus teacher has shown compassion and cooperation to their students as well as appreciating students' point of view on the topics. In the study of Jasmi and Hin (2014), it is stated that an approachable teacher can build trust and care for students which is part of academic motivation. Note: a -Scale of 1 to 10, b -See Table 1 for details.…”

Section: Descriptive Statisticsmentioning

confidence: 99%

Calculus Teacher’s Competencies as Correlates of Students’ Learning Experiences

Casinillo¹

2022

IJIET

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The good qualities of a calculus teacher are an asset in producing great results for students and themselves. This study aimed to investigate the different competencies of a calculus teacher as correlates of students' experiences in learning at Visayas State University, Philippines. The study employed selected secondary data from the existing study literature such as competencies in teaching calculus subjects and different types of learning experiences of students. The study used some descriptive statistical measures to summarize the selected data and employed Spearman rho correlation to predict significant factors (teacher's competencies) that might influence the student's learning experiences. Results showed that teachers' competencies such as "prepared", "knowledgeable", "mastery", "organized", "decent", and "approachable" are highly correlated to the different learning experiences of students at a 1% level of significance. Hence, calculus teachers must be always knowledgeable in a class through rigorous preparation and studying. It is also concluded that teachers must develop a mastery of calculus subjects and apply an organized routine during class discussions to obtain desired academic performance for students. In addition, a well-groomed and professional may be integrated in front of students as well as open-mindedness and good personality to make interactive and stimulating class discussions. It is recommended that calculus teachers may undergo some rigorous training for calculus teaching to become a knowledgeable and competitive educators. Furthermore, teachers who will teach college calculus must be holding at least a master's degree in line with mathematics education or pure mathematics.

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Student-Teacher Relationship and Student Academic Motivation

Cited by 12 publications

References 9 publications

Trust, Perceived Support and Organizational Citizenship Behavior Among Undergraduate Students in Universiti Sains Malaysia

Trust, Perceived Support and Organizational Citizenship Behavior Among Undergraduate Students in Universiti Sains Malaysia

An exploratory study examining the experiences of international students in an intensive English program

Calculus Teacher’s Competencies as Correlates of Students’ Learning Experiences

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