The Role of Teacher-Student Interpersonal Relations in Flipped Learning on Student Engagement

Li, Ruiguang

doi:10.3389/fpsyg.2021.741810

Cited by 11 publications

(7 citation statements)

References 41 publications

(45 reference statements)

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“…Earlier investigations have indicated that learner engagement is a fundamental component of enhancing the quality of education. Numerous investigations have proved the significant correlation between learner engagement and flipped learning approach (e.g., Afzali and Izadpanah, 2021 ; Li, 2021 ; Lee et al, 2022 ; Teo et al, 2022 ). In flipped learning, two modes of learning, pre-class and in-class, are based on a distinctly different approaches to knowledge and learning.…”

Section: Review Of Literaturementioning

confidence: 99%

The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement

Pang

2022

Front. Psychol.

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The flipped learning approach with the use of social media as an emerging technology has changed the quality of learning in English as a Foreign Language (EFL) educational contexts. This review probed the effect of the web-based flipped learning approach on learners’ engagement and critical thinking. The earlier studies revealed the significance of social media in developing learner engagement and critical thinking. Studies indicated that the provision of opportunities for more cooperative and collaborative learning activities, and high-quality interaction through the use of social media can be influential in developing learners’ engagement. Moreover, social media platforms can provide a context for feedback, and various types of challenging tasks that can improve EFL learners’ critical thinking. However, this review implicated that social media in flipped learning approach may be beneficial for instructors, learners, teacher educators, curriculum designers, educational policy-makers, and advisors to be aware of this valuable learner-centered approach.

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Section: Review Of Literaturementioning

confidence: 99%

The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement

Pang

2022

Front. Psychol.

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“…Establishing supportive interpersonal relationships promotes open communication, where students feel comfortable expressing difficulties and asking for assistance. Positive feedback in this process can then stimulate their motivation, fostering a sense of emotional well‐being and achievement in learning mathematics (Barile et al., 2012; Li, 2021). Students, with guidance and encouragement from their parents or teachers, are also more likely to persevere when faced with challenging tasks or setbacks (Koca, 2016).…”

Section: Introductionmentioning

confidence: 99%

A reciprocal association between interpersonal relationship quality and student's positive affect: A three‐wave random intercept cross‐lagged study in a Chinese primary mathematics learning context

Cui,

Liu,

Shen

2024

Brit J of Edu Psychol

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AimThis study adopted a three‐wave random intercept cross‐lagged panel model to explore the longitudinal reciprocal relationships between (a) the teacher–student relationship (TSR) quality and (b) the parent–child relationship (PCR) quality and positive affect among Chinese primary school students.SamplesTwo primary school student samples, including 3505 and 2505 students, were tracked with their perceived relationship quality with math teachers and parents and their positive affect levels in mathematics learning over three academic years.ResultsThe results demonstrated that more closeness with parents could significantly predict students' subsequent higher level of positive affect in mathematics learning. However, more closeness with their math teachers did not show significant prediction. Meanwhile, more conflict with math teachers and parents could significantly predict their subsequent lower degree of perceived positive affect in mathematics learning. That is, a reciprocal association lines in the PCR quality and positive affect, whereas only a unidirectional association exists between the TSR and positive affect. The predictions of the experienced positive affect on their perceived interpersonal relationships with math teachers and parents were stronger than those in the reverse association.ConclusionsThis study identifies that while the effects of closeness with math teachers and parents on positive affect in students' math learning differ, conflict with math teachers and parents indeed harms students' experienced positive affect in math learning. More attention should also be paid to fostering positive affect in math learning.

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“…Specifically, the teacher-student relationship is a two-way interpersonal association that takes place in proximal (e.g., proactive interactions) and distal systems (e.g., the classroom environment; Zhou et al, 2020 ). When a supportive teacher-student relationship is established, students are more willing to express their ideas and collaborate with their peers, which stimulates students’ motivation, helps them experience a sense of well-being, and, in turn, achieves academic success ( Barile et al, 2012 ; Li, 2021 ). Further, when such students are faced with challenging tasks or setbacks, they are more likely to persevere, especially with the encouragement, feedback, and support of their teachers ( Koca, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

The association among teacher-student relationship, subjective well-being, and academic achievement: Evidence from Chinese fourth graders and eighth graders

et al. 2023

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This study compared the teacher-student relationship, subjective well-being, and academic achievement between fourth graders and eighth graders, and examined whether and how subjective well-being played a mediating role concerning teacher-student relationship and academic achievement across the two grades. The participants included 19,845 fourth graders and 11,691 eighth graders from a city in central China. The findings indicated that (1) compared with eighth graders, fourth graders reported significantly higher mean scores in the teacher-student relationship, subjective well-being, and academic achievements; (2) a positive teacher-student relationship can promote students’ academic achievement both directly and indirectly through subjective well-being across the two groups; (3) The mediating effect of subjective well-being accounted for 42.8% of the total effects between teacher-student relationship and academic achievement for fourth graders, which was higher than that for eighth graders (22.7%). Limitations and future directions are elaborated.

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The Role of Teacher-Student Interpersonal Relations in Flipped Learning on Student Engagement

Cited by 11 publications

References 41 publications

The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement

The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement

A reciprocal association between interpersonal relationship quality and student's positive affect: A three‐wave random intercept cross‐lagged study in a Chinese primary mathematics learning context

The association among teacher-student relationship, subjective well-being, and academic achievement: Evidence from Chinese fourth graders and eighth graders

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