Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study

Thornberg, Robert; Forsberg, Camilla; Chiriac, Eva Hammar; Bjereld, Ylva

doi:10.1080/02671522.2020.1864772

Cited by 42 publications

(41 citation statements)

References 48 publications

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“…In regard to the gender variable, women have a higher perception of organizational dehumanization than men when they have the same relationship with the high-status outgroup. This result goes on the same line with the socialization perspective which corroborates that a poor relationship with the outgroup affects women more significantly than men ( Maccoby, 1999 ; Thornberg et al, 2020 ).…”

Section: Discussionsupporting

confidence: 78%

“…The gender variable has been used in numerous studies as a moderating variable ( Lietaert et al, 2015 ; He et al, 2019 ; Sladek et al, 2020 ). Several authors studied that in the case of the impact of TSR on Students’ learning behavior, it may be different for men and women ( Hamre and Pianta, 2001 ; Roorda et al, 2011 ; Thornberg et al, 2020 ). According to the gender role socialization perspective, girls may benefit more from close relationships with the teacher because closeness is consistent with the greater intimacy and affiliation in social relationships expected of them ( Maccoby, 1999 ).…”

Section: Introductionmentioning

confidence: 99%

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The Ingroup–Outgroup Relationship Influences Their Humanity: A Moderation Analysis of Status and Gender

2021

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The aim of this study is to examine whether gender and status moderate the teacher–student relationship (TSR) and the perception of dehumanization in teachers and students. A total of 528 participants from a university in Laguna (74% students and 26% professors) completed a questionnaire based on the TSR scale, organizational dehumanization, and demographic variables. PROCESS, a mediation and moderation package, was used to analyze data. The results indicated that ingroup–outgroup relationship significantly influences the perception of organizational dehumanization (p < 0.001). In addition, gender (p < 0.001) and status (p < 0.001) have moderating roles. Specifically, female students are at most risk of perceiving themselves dehumanized, and males with high status (teachers) are less vulnerable to dehumanization. These findings are highly significant for the advancement of knowledge of the intergroup relationship and organizational dehumanization and have practical implications for teachers and students.

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Section: Discussionsupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

The Ingroup–Outgroup Relationship Influences Their Humanity: A Moderation Analysis of Status and Gender

2021

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“…Moreover, Thornberg et al (2020) argued that teachers may create intimate relationships with their students through fulfilling their academic expectations. Showing compassion and kindness, according to Virat (2022), also helps teachers to build an emotional bond with their students.…”

Section: Teacher-student Rapportmentioning

confidence: 99%

Iranian EFL Students’ L2 Engagement: The Impact of Teacher Support and Teacher-student Rapport

Shakki

2022

LRR

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Given that L2 engagement serves a vital role in students' academic success, studying the predictors of this construct seems critical. Notwithstanding, factors influencing one's engagement in an L2 context have remained unclear. To respond to this gap, the current research aimed to unravel the effects of teacher-student rapport and teacher support on Iranian EFL students' L2 engagement. In doing so, 216 Iranian students majoring in Applied Linguistics, Linguistics, English Translation, or English Literature were invited to cooperate in this investigation. To obtain the required data, three pre-designed scales were virtually distributed among the respondents. Then, through correlation tests, the association between teacher support, teacher-student rapport, and student L2 engagement was measured. Following that, the effects of teacherstudent rapport and teacher support on Iranian students' L2 engagement was assessed using Structural Equation Modeling (SEM). The correlational analysis uncovered a strong, favorable association between constructs. The SEM analysis also indicated that teacher-student rapport and teacher support can strongly influence Iranian students' engagement in EFL classes. The implications of results are further discussed.

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“…There is a vast literature on student engagement and its relationship with academic achievement (Fredricks et al, 2004;Chang et al, 2016): higher attendance rates, lower dropout rates, and fewer antisocial behaviors among pre-school, primary, and secondary students (Fredricks et al, 2004;Wigfield et al, 2006;Wang and Holcombe, 2010;Shin and Ryan, 2012).…”

Section: Introductionmentioning

confidence: 99%

Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study

et al. 2021

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Contemporary educational research has found that student engagement and disengagement have a relevant influence on learning outcomes. However, research on the influence of teacher–student relationships in the engagement of students with special educational needs (SEN) is scarce. The purpose of this study is to analyze the impact of teacher–student relationships, peer support at school, family support for learning, opportunities to participate at school, and SEN on engagement and disengagement of students using a sample of secondary students with SEN and typical development (TD). Through a non-experimental, correlational, and cross-sectional design, we evaluated 1,020 high school students (340 with SEN and 680 with TD) in the 9th grade (13–19 years old, M = 14.8; SD = 0.89). Teacher–student relationships, peer support at school, and family support for learning were assessed via subscales from the Student Engagement Inventory (SEI), opportunities to participate at school were measured with a subscale of the School Participation Questionnaire (SP), whereas engagement and disengagement were measured using the Multidimensional Scale of School Engagement (MSSE). Results show significant statistical differences between SEN and TD students in both student engagement and disengagement indicators. Engagement of SEN students is higher in the cognitive, emotional, and social dimensions than that of TD students. However, they also have higher disengagement in the cognitive and behavioral dimensions. Furthermore, SEN students rate their relationships with teachers more highly and perceive more opportunities for school participation than their peers. Further analyses show that teacher–student relationships are positively associated with all dimensions of student engagement and inversely with behavioral and cognitive disengagement. Although correlational, the findings suggest teacher–student relationships and school participation opportunities could be important variables for diminishing disengagement and its negative consequences for both SEN and TD students, while improving student engagement. We discuss these results considering possible implications for educational policies, practices, and research.

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Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study

Cited by 42 publications

References 48 publications

The Ingroup–Outgroup Relationship Influences Their Humanity: A Moderation Analysis of Status and Gender

The Ingroup–Outgroup Relationship Influences Their Humanity: A Moderation Analysis of Status and Gender

Iranian EFL Students’ L2 Engagement: The Impact of Teacher Support and Teacher-student Rapport

Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study

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