The effects of the teacher–student relationship and academic press on student engagement and academic performance

Lee, Jung Sook

doi:10.1016/j.ijer.2012.04.006

Cited by 190 publications

(206 citation statements)

References 48 publications

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“…In the teacher-student interactions, the students' reports are polarized into the profiles 'alienation' and 'balance', indicating that a sense of belonging in the teacher-student interaction resonates strongly with students' schoolrelated affects and valuing of schoolwork (Furrer and Skinner, 2003;Klem and Connell, 2004;Lee, 2012). This is even more evident with the eighth-graders.…”

Section: Findings In the Light Of Previous Literature And Pedagogicalmentioning

confidence: 99%

“…Teachers play a specific role in ensuring students' sense of belonging (Roeser et al, 1996). For example, teachers' support -including teachers' sensitivity, interest in students' development, their way of regarding students' perspectives, and the quality of their feedback, such as treating students' respectively and fairly -has been found to be relevant in promoting students' sense of belonging (Hoffman et al, 2002;Lee, 2012;Roeser et al, 1996). Conversely, a lack of teacher support and constructive feedback have been related to a reduced level of belonging (Anderman and Anderman, 1999).…”

Section: Affects and A Sense Of Belonging In Schoolworkmentioning

confidence: 99%

“…For example, experiencing belonging in school regulates students' perceptions of themselves as learners and as members of their school community, which further influences their involvement in schoolwork (Eccles and Roeser, 2011;Furrer and Skinner, 2003). An extensive body of research also shows that experiencing a sense of belonging in the teacher-student interaction is associated directly with students' affects towards and valuing of the schoolwork (Anderson et al, 2004;Furrer and Skinner, 2003;Klem and Connell, 2004;Lee, 2012;Patrick et al, 2007;Roeser et al, 1996). However, evidence is contradictory on whether and under what conditions a sense of belonging in peer relations contributes to students' involvement in schoolwork.…”

Section: Affects and A Sense Of Belonging In Schoolworkmentioning

confidence: 99%

“…Students might hold on to their academic goals even when they distance them from their peers, and a lack of a sense of belonging in terms of classmates alone cannot hinder students' experiences of the meaningfulness of the schoolwork (Finn, 1989). For example, supportive and positive relationships with teachers (Furrer and Skinner, 2003;Lee, 2012) and family (Furrer and Skinner, 2003) may compensate for a low sense of belonging with peers at school. Despite this, according to our results, a lack of a sense of belonging is related to the loss of the joy of learning.…”

Section: Findings In the Light Of Previous Literature And Pedagogicalmentioning

confidence: 99%

“…Research on emotional engagement has focused heavily on the external or environmental factors that influence increased or hindered emotional engagement (Elffers et al, 2012;Gonida et al, 2009;Lee, 2012;Li et al, 2010;Li and Lerner, 2013;Wang et al, 2011). Prior studies have identified individual factors -such as the students' background (Elffers et al, 2012;Gonida et al, 2009), mastery of goal orientation, and institutional characteristics, such as school goal structure (Gonida et al, 2009) -as having a significant impact on students' emotional engagement.…”

Section: Introductionmentioning

confidence: 99%

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The anatomy of adolescents’ emotional engagement in schoolwork

et al. 2016

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This study explores the complexity of emotionally engaging schoolwork among students by analysing the interrelation between the affective and the social dimensions of emotional engagement. The data were collected from 78 Finnish sixth-grade (aged 12-13 years) and 89 eighth-grade (aged 14-15 years) students using picture tasks. The results show that the main elements of the affective dimension are the valuing of schoolwork and the enjoyment of learning, and the main element of the social dimension is a sense of belonging in terms of social cohesion and the support experienced by students. Furthermore, the results suggest that emotional engagement has internal dynamics: the affective and social dimension influence each other, regulating the students' sense of emotional engagement. Consequently, neither of the dimensions alone result in strong, balanced emotional engagement. In addition, the results show that the relation between the affective and social dimension was more unbalanced in the peer interaction than in the teacher-student interaction at both grade levels. This suggests that tensions in the peer interaction at school make for a more complicated context in terms of emotional engagement.

show abstract

Section: Findings In the Light Of Previous Literature And Pedagogicalmentioning

confidence: 99%

Section: Affects and A Sense Of Belonging In Schoolworkmentioning

confidence: 99%

Section: Affects and A Sense Of Belonging In Schoolworkmentioning

confidence: 99%

Section: Findings In the Light Of Previous Literature And Pedagogicalmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The anatomy of adolescents’ emotional engagement in schoolwork

et al. 2016

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Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes

Shukla

Konold

Cornell

2016

Am J Community Psychol

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School climate has been linked to a variety of positive student outcomes, but there may be important within-school differences among students in their experiences of school climate. This study examined within-school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: disciplinary structure, academic expectations, student willingness to seek help, respect for students, affective and cognitive engagement, prevalence of teasing and bullying, general victimization, bullying victimization, and bullying perpetration. Analyses identified four meaningfully different student profile types that were labeled positive climate, medium climate-low bullying, medium climate-high bullying, and negative climate. Contrasts among these profile types on external criteria revealed meaningful differences for race, grade-level, parent education level, educational aspirations, and frequency of risk behaviors.

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Effects of developmental relationships with teachers on middle‐school students’ motivation and performance

Scales

Boekel

Pekel

et al. 2020

Psychology in the Schools

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We examined how middle‐school students’ motivation, belonging, school climate, and grade point average (GPA) are affected by students experiencing developmental relationships—those that go beyond teachers being caring (e.g., showing warmth to students) and providing challenge (e.g., high expectations) to also include teachers providing support, sharing power, and expanding students’ sense of possibilities. We also examined variations in those associations by student socioeconomic status (SES). The study included 534 diverse Grades 6–8 students (51% female, 46% non‐White, 33% eligible for free and reduced price meals). Structural equation modeling and regressions showed that students with better developmental relationships with their teachers had better outcomes. Developmental relationships strongly predicted academic motivation at both the beginning and end of the school year, and also directly predicted students’ sense of belonging and school climate. Relationships indirectly predicted GPA, through motivation. Student–teacher relationship quality for low‐SES students was lower and declined more than for other students. The results both reflect current literature in showing the importance of strong student–teacher relationships, and extend it in showing the worsening relationships quality for low‐income students, and in suggesting that strengthening multiple facets of student–teacher developmental relationships may have important effects on motivation and achievement of middle‐school students.

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The effects of the teacher–student relationship and academic press on student engagement and academic performance

Cited by 190 publications

References 48 publications

The anatomy of adolescents’ emotional engagement in schoolwork

The anatomy of adolescents’ emotional engagement in schoolwork

Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes

Effects of developmental relationships with teachers on middle‐school students’ motivation and performance

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