Teachers’ sentiment about physical appearance of primary school students: Associations with student–teacher relationship quality and student popularity among classroom peers

Longobardi, Claudio; Settanni, Michele; Berchiatti, Martina; Mastrokoukou, Sofia; Marengo, Davide

doi:10.1007/s11218-022-09749-9

Cited by 4 publications

(5 citation statements)

References 77 publications

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“…Students’ decision making in PE must be fostered [ 46 ], and we must create environments that enable unfettered networking for the desire to form peer groups with close friends [ 47 ]. Furthermore, help must be provided to students to ensure that they find PE enjoyable and exciting; regain their efficacy; and fully demonstrate their potential abilities [ 48 ].…”

Section: Discussionmentioning

confidence: 99%

“…Basic psychological needs help prompt immersive behavior in students [ 50 , 51 ]. They can provide important clues for deciding how to perform actions that are required according to internal and/or external circumstances during the learning process in PE and prompt voluntary or positive behavior [ 48 ]. Basic psychological needs and PE attitudes are variables that produce positive results.…”

Section: Discussionmentioning

confidence: 99%

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Effects of Basic Psychological Needs on Physical Self-Efficacy and Attitudes toward PE in Korean Middle-School Physical Education

Shin,

Gwon

2023

Healthcare

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This study explored the effect of basic psychological needs in secondary physical education (PE) classes in South Korea on physical self-efficacy and attitudes toward PE. Data from 296 middle-school students were collected from May to June 2022 in Seoul or Gyeonggi-do. Participants were surveyed via simple random sampling. Confirmatory factor, correlation, and multiple regression analyses were conducted, and reliability was assessed with Cronbach’s α. Basic psychological needs had a significant positive effect on physical self-efficacy. Competence and autonomy positively and significantly affected perceived physical competence (β = 0.535 and 0.320, respectively). Basic psychological needs had a significant positive effect on classroom attitudes toward PE. Autonomy and relatedness positively and significantly affected basic attitudes (β = 0.317 and 0.388, respectively) and social attitudes (β = 0.3498 and 0.213, respectively). Physical self-efficacy had a significant positive effect on PE classroom attitudes. Perceived physical competence and physical self-presentation confidence had a positive and significant effect on basic attitudes (β = 0.258 and 0.166, respectively). The results implied that attitudes toward school life can be improved through physical activity in secondary PE classes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Effects of Basic Psychological Needs on Physical Self-Efficacy and Attitudes toward PE in Korean Middle-School Physical Education

Shin,

Gwon

2023

Healthcare

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“…Teachers who demonstrate respect for their students’ perspectives and capabilities contribute significantly to a positive classroom climate ( Baker et al, 2008 ; Garcia-Rodriguez et al, 2023 ). Similarly, students who trust their teachers are more open to seeking guidance and actively participating in classroom discussions ( Longobardi et al, 2023 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships

Wang,

Yang,

Chen

et al. 2024

Front. Psychol.

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IntroductionThis research investigates the complex interplay of factors influencing teacher emotional exhaustion within the educational environment. It draws upon a diverse sample of 680 teachers from 15 primary educational institutions in various districts of Shanghai, China.MethodsThe study examines the interrelationships among teacher-student relationships, perceived autonomy, teaching motivation, and emotional exhaustion. It employs validated scales to measure these constructs and utilizes Structural Equation Modeling (SEM) for analysis.ResultsThe analyses using SEM reveal significant associations among the variables under study. The findings indicate robust correlations between positive teacher-student relationships, perceived autonomy, and higher teaching motivation. Concurrently, these factors exhibit a negative relationship with emotional exhaustion.DiscussionMediation analysis further unveils that teaching motivation plays a significant mediating role in the associations between teacher-student relationships, perceived autonomy, and emotional exhaustion. This emphasizes the intricate indirect effects of these constructs.ConclusionThe study underscores the multifaceted nature of these factors and their collective impact on teacher well-being within educational settings. The implications derived highlight the importance for educational institutions to prioritize interventions fostering positive teacher-student relationships, autonomy-supportive environments, and intrinsic motivation among educators. These interventions aim to alleviate emotional exhaustion and enhance teacher well-being.

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“…According to Virat (2022) , exhibiting empathy and understanding aids instructors in creating a psychological connection with their pupils. In educational settings characterized by strong teacher-student relationships, learners frequently invest more time and effort in completing their academic tasks ( Roorda et al, 2011 ; Pianta et al, 2012 ; Quin, 2017 ; Longobardi et al, 2023 ; Wang and Derakhshan, 2023 ). According to Roorda et al (2017) , an emotionally charged teacher-student interaction is crucial for learners to succeed academically because it encourages them to take an active role in their learning environments.…”

Section: Literature Reviewmentioning

confidence: 99%

“…When students believe their professors like them, they will do better academically and have more school dedication ( Wang and Eccles, 2013 ; Longobardi et al, 2016 ; Henry and Thorsen, 2018 ). Furthermore, a multitude of research has demonstrated that students who foster close connections with their teachers tend to exhibit higher levels of academic interest, dedication, achievement, self-efficacy, and motivation compared to those with more distant relationships ( Sakiz et al, 2012 ; Tosto et al, 2016 ; Henry and Thorsen, 2018 ; de Ruiter et al, 2021 ; Meng, 2021 ; Fabris et al, 2022 ; Longobardi et al, 2023 ). Conversely, when students perceive a lack of support from their teachers, it often results in higher rates of class absenteeism; however, on the contrary, when they experience a strong sense of teacher-student rapport or trust, they are more motivated to attend their classes ( Demir et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence

Wang

2023

Front. Psychol.

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IntroductionThis study delves into the intricate synergy between teacher mindfulness and the quality of teacher-student relationships, with a specific and deliberate focus on the mediating influence of emotional intelligence. The way teachers engage with their students not only impacts the learning outcomes but also contributes significantly to the overall classroom atmosphere. Understanding the underlying mechanisms that drive these relationships is crucial for educators and policymakers alike. This research seeks to shed light on these critical dynamics.MethodsTo investigate this multifaceted interplay, a participant pool of 369 Chinese English teachers was assembled. The research employed a comprehensive approach to data collection, utilizing self-report questionnaires completed by the instructors. Structural equation modeling, a robust statistical technique, was employed to rigorously analyze the collected data.ResultsThe data analysis unveiled a robust and direct association between teacher mindfulness and the quality of teacher-student relationships. Beyond this primary link, a noteworthy revelation emerged: emotional intelligence, as measured through our analysis, was identified as a pivotal mediating factor in this relationship. This finding highlights the intricate web of emotions, awareness, and interpersonal interactions that underpin effective teaching and positive teacher-student relationships.DiscussionThese significant findings underscore the critical roles of teacher mindfulness and emotional intelligence in shaping the educational landscape. The implications of this study reach far beyond academia, extending to the development of tailored educational interventions and support strategies.

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Teachers’ sentiment about physical appearance of primary school students: Associations with student–teacher relationship quality and student popularity among classroom peers

Cited by 4 publications

References 77 publications

Effects of Basic Psychological Needs on Physical Self-Efficacy and Attitudes toward PE in Korean Middle-School Physical Education

Effects of Basic Psychological Needs on Physical Self-Efficacy and Attitudes toward PE in Korean Middle-School Physical Education

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships

Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence

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