The Impact of Lecturer-Student Relationship on Self-Esteem and Academic Performance at Higher Education

Abstract

This research examined the effects of lecturer-student relationship on the self-esteem and academic performance of nursing students at the University of Cape Coast, Ghana. The descriptive statistics on the level-clustered random samples indicated two of the lecturer-student relationships, more connectedness and non-threatening, to be positive while the other two, independent and conflicting, were negative relationships. Thus the student-lecturer relationship was an average. With the exception of connectedness, where low score showing less connectedness rather resulted in high self-esteem, the rest of the reported lecturer-student relationships correlated in good dimensions with high self-esteem of the students. However, while the association seemed to promote self-esteem, it rather indicated opposite dimension with regard to academic performance with increasing number of years spent in the department. The study revealed that because there was little interaction between lecturers and students resulting in the average relationship, the prevailing relationship did not directly or not strong enough to influence high academic and high level attainment but rather encouraged high self-esteem which in turn stimulated high academic and level attainment significantly (p< 0.01). Hence even-though it is a positive relationship which provides good environment for high academic performance, the reverse is possible especially at the higher education where the long exposure to the socio-cultural practices and the modes of instruction might have had tremendous impact on how students perceive and relate to lecturers in order to enhance their academic performance. We recommend improving student-lecturer relationship to drive self-esteems of students for higher academic performance. It is also suggested that further researches be carried out for modeling, possibly mixed-effects model of the academic performance of students taking into consideration self-esteem, lecturer relationship, socio-cultural and economic factors and other key determinants.

Factors influencing enrolled nursing students’ academic performance at a selected private nursing education institution in KwaZulu-Natal

“…Similarly, 92% ( n = 92) of the respondents reported that a good and supportive relationship between nurse educators and students fostered better academic performance. Undoubtedly, instructor–student relationships are essential to one’s social and emotional development; they have the potential to influence how a student will succeed academically in school (Nyadanu et al 2015 :266). Yet, at a higher educational level where there are different socio-cultural practices, existing educational policies and varied modes of lecturing, positive relationships might not be automatic (Nyadanu et al 2015 :273).…”

“…Undoubtedly, instructor–student relationships are essential to one’s social and emotional development; they have the potential to influence how a student will succeed academically in school (Nyadanu et al 2015 :266). Yet, at a higher educational level where there are different socio-cultural practices, existing educational policies and varied modes of lecturing, positive relationships might not be automatic (Nyadanu et al 2015 :273). There is, therefore, a need for the teachers or nurse educators to instil in the nursing students a sense of good relationships to ensure quality of health care delivery (Chan et al 2014 :386).…”

“…Likewise, Ewnetu and Fisseha (2008) asserted that positive relationships are associated with better achievement and negative ones are related to a downward trend in academic achievement. Nyadanu et al ( 2015 :266) note further that the role of teachers in promoting the academic work of students is essential, especially in professional training such as training for nursing where nurses are trained to handle human life. Their role can be extended to the provision of the necessary assistance and psychological support for students from different family backgrounds to overcome their emotional problems and improve academic performance (Ushie et al 2012 :185).…”

“…In contrast, social and emotional lecturer–student relationships (Creasey et al 2009 cited in Nyadanu et al 2015 :266), a cohesive school atmosphere (Chowa et al 2015 :132), a welcoming atmosphere (Courtney-Pratt et al 2011 ) and students with higher-level entry qualifications (McCarey, Barr & Rattray 2007 ) are some predictors of students’ good academic performance. Moreover, a proper clinical education and an appropriate learning environment (Severinsson & Sand 2010 ) can lead to an adequate clinical performance.…”

Impact of Faculty Student Rapport on Classroom Environment

“…When it comes to empirical research on rapport, literature [1][2][3][4][5][6][7][8][9][10][11][12] has shown mixed results on impact of faculty-student rapport on academic performance of students. However, there are relational goals associated with teacher student relationship [13].…”