The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories

Engels, Maaike; Spilt, Jantine L.; Denies, Katrijn; Verschueren, Karine

doi:10.1016/j.learninstruc.2021.101485

Cited by 69 publications

(52 citation statements)

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“…Results showed that teacher–student relationships regulate both the direct path and first-half path of the intermediary process, which suggests that the teacher–student relationships enhances the predictive effect of parental punishment on the general self-concept and loneliness among adolescents. Results also support previous findings that the teacher–student relationships plays a critical role in protecting healthy growth and development ( Lei et al, 2018 ; Guirong et al, 2019 ; Engels et al, 2021 ). The teacher–student relationships regulated the direct path of parental punishment to predict loneliness; that is, parental punishment positively predicted adolescent loneliness when the teacher–student relationships was high.…”

Section: Discussionsupporting

confidence: 89%

Parental Punishment and Adolescents’ Loneliness: A Moderated Mediation Model of General Self-Concept and Teacher–Student Relationships

Luo

Zhang

2021

Front. Psychol.

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Background: Loneliness adversely affects physical and mental health; therefore, it is necessary to explore its related influencing factors and mechanisms. This study investigated the mediating role of general self-concept in the association between parental punishment (PP) and adolescent loneliness and as well as the moderating role of teacher–student relationships (TSR) in Chinese students.Methods: Data were obtained from 1,169 Chinese students (10–18years old) using several self-report questionnaires: the Egna Minnen av Barndoms Uppfostran (EMBU), Self-Description Questionnaire (SDQ), Teacher–Student Relationships Scale (TSR), and UCLA Loneliness Scale. Data were analyzed with IBM SPSS 22.0, and the PROCESS macro program.Results: (1) Parental punishment had a positive predictive effect on adolescent loneliness, (2) parental punishment predicted adolescent loneliness not only directly but also indirectly through the mediating effect of general self-concept, and (3) teacher–student relationships moderated the influence of PP on adolescent loneliness.Conclusion: Adolescent loneliness is less affected by parental punishment when TSRs are better. Additionally, when adolescents are punished less by their parents and have good teacher–student relationships, they have higher general self-concepts.Limitations: This study’s cross-sectional research design was unable to show causal relationships among the factors influencing adolescent loneliness.

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Section: Discussionsupporting

confidence: 89%

Parental Punishment and Adolescents’ Loneliness: A Moderated Mediation Model of General Self-Concept and Teacher–Student Relationships

Luo

Zhang

2021

Front. Psychol.

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“…Engagement and disengagement are not fixed states, and student levels of both constructs vary over time (Jang et al, 2016;Burns et al, 2019). In the secondary school years, engagement tends to decrease (Burns et al, 2018;Engels et al, 2021) and disengagement increases (Burns et al, 2019;Engels et al, 2021). Hence, although engagement and disengagement are related constructs, measuring them separately can potentially provide more nuanced information regarding the phenomena, as disengagement captures aspects that engagement cannot (Jang et al, 2016;Bergdahl et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Thus, students could use teachers as a safe base from which to explore the environment and engage in learning activities knowing they have support even in stressful situations (Verschueren and Koomen, 2012). Affective teacher-student relationships have been found to contribute to the engagement and academic outcomes of students (Engels et al, 2021). Relational/rhetorical goal theory explains that each student and teacher brings to the classroom their own expectations and experiences, and to have a successful learning process, instructors must meet the goals of students for being in the class: rhetorical or relational.…”

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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“…Por todo ello, Pérez y Filella (2019) plantean que debe integrarse la educación emocional como una innovación psicopedagógica que se enfoque en la formación para la vida que tiene que realizar la escuela, además, se debe apostar por desarrollar procesos de educación emocional que propicien ambientes de aprendizaje cálidos, motivantes y positivos (Agulló et al, 2011;Brackett et al, 2004;Buitrago et al, 2019;Cherniss et al, 2006;Eren et al, 2009;Herrera et al, π 2017;Herrera, Buitrago, Lorenzo, & Badena, 2015;Herrera, Buitrago, Lorenzo, & Perandones, 2015;Gil-Olarte et al, 2006;Greenberg et al, 2003), así como un clima emocional y social de aula positivo (Barrientos et al, 2019;Hubel et al, 2020). Por su parte, Extremera et al (2019), Engels et al (2021), así como Amador y Treglown (2020) enfatizan en la importancia de trabajar en torno a la relación de la IE y el engagement, mientras que Palomera et al (2019) apuestan por la formación en valores y competencias personales del profesorado, las cuales se relacionan con habilidades de autogestión, liderazgo, trabajo colaborativo y en equipo, y comunicación asertiva (Cañas & Hernández, 2019). Sumado a ello, Rendón (2019) plantea que se deben abordar los estilos y maneras de enseñanza del profesorado desde el crisol de las emociones, así como de la construcción del concepto y la experiencia de paz (Gutiérrez-Torres & Buitrago-Velandia, 2019).…”

Section: Introductionunclassified

Autoimagen, Autoconcepto y Autoestima, Perspectivas Emocionales para el Contexto Escolar

Bonilla

Salcedo

2021

rev.educien

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El artículo aborda algunos aspectos del ámbito intrapersonal en el contexto escolar, para ello, se plantean tres apartados: Inteligencia Emocional [IE] en el contexto escolar, en el que se hace explicita la importancia de la IE para las personas, en este caso, para el profesorado, el alumnado y las demás personas que intervienen y hacen parte de los procesos educativos, además, se resalta que la escuela es fundamental para su expresión, interacción y desarrollo; Autoimagen, Autoconcepto y Autoestima, aspectos fundamentales para el aprendizaje, plantea elementos importantes respecto a la incidencia de estas tres dimensiones para los procesos de aprendizaje y desarrollo del pensamiento, los cuales se fundamentan, en gran medida, en las relaciones interpersonales; Autoimagen, Autoconcepto y Autoestima del profesorado, dedicado a resaltar la relevancia de este ámbito intrapersonal para el bienestar personal, laboral y social del profesorado y para el éxito escolar. Por último se concluye con una reflexión final, en donde se señala la relevancia de abordar el desarrollo de habilidades socioemocionales tanto en la escuela como en la formación del profesorado.

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The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories

Cited by 69 publications

References 50 publications

Parental Punishment and Adolescents’ Loneliness: A Moderated Mediation Model of General Self-Concept and Teacher–Student Relationships

Parental Punishment and Adolescents’ Loneliness: A Moderated Mediation Model of General Self-Concept and Teacher–Student Relationships

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

Autoimagen, Autoconcepto y Autoestima, Perspectivas Emocionales para el Contexto Escolar

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