A Framework for Motivating Teacher-Student Relationships

Robinson, Carly D.

doi:10.1007/s10648-022-09706-0

Cited by 31 publications

(12 citation statements)

References 195 publications

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“…They reported that establishing online communications with lecturers was the single most difficult for them to navigate in the process of switching to studying online: a finding which may be taken as a disappointing disproof of Blayone et al's (2018) suggestion that "large percentages of Ukrainian students appear in high-readiness segments for communicating online". Indeed, this initial challenge the students highlighted in their survey responses does present real cause for concern-both for our own Institute community and online teaching and learning more geographically widely-since good quality teacher-student relationships are "positively associated with students" achievement and engagement, as well as teachers' well-being' (Robinson, 2022) and thus form the basis of successful autonomous learning (Yan, 2019).…”

Section: Discussionmentioning

confidence: 99%

Contemporary crisis management in Ukraine's higher education system: a case study from the crises of the pandemic and the invasion

Kuzmina,

Popova,

Bachurina

2024

IJEM

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PurposeTaking the Institute of Philology and Journalism at Ukraine's Taurida National University as a case study, this paper overviews and distils the crisis management measures utilised in transitioning to fully online education during the crises of the Covid-19 pandemic and full-scale Russian invasion and violence.Design/methodology/approachWith the aim of spotlighting the experiences of the people most directly impacted by these two contemporary crises, this case study documents the lived experience of the authors—all of whom are/were teaching staff at the Institute—and Institute students’ responses to online surveys conducted between 2020 and 2022.FindingsThe Institute's case study demonstrates that contemporary crisis management via transitioning to fully online learning can be achieved if the following instrumental and methodological components are employed: (1) an initial assessment of the risks and opportunities for the educational community involved; (2) the right choice of online teaching and communications tools; (3) followed by flexibility and gradualism in onward planning (i.e. where technology and pedagogy are understood as interconnected) taking members’ feedback into account. However, the success of these components is contingent upon fulfilling psychological components, with care devoted to: upholding members’ psychological well-being; offering members ongoing technical support; and strengthening trust between members.Originality/valueThis case study offers transferable and adaptable findings for successful crisis management in education, from the Ukrainian context out to the wider world.

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Section: Discussionmentioning

confidence: 99%

Contemporary crisis management in Ukraine's higher education system: a case study from the crises of the pandemic and the invasion

Kuzmina,

Popova,

Bachurina

2024

IJEM

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“…This study’s findings support the notion that teaching motivation, particularly intrinsic motivation, plays a pivotal role in shaping the emotional well-being of teachers, serving as a protective mechanism against emotional exhaustion within the teaching profession ( Skaalvik and Skaalvik, 2011 ; Van den Berghe et al, 2013 ; Dikilitaş and Mumford, 2019 ). Positive teacher-student relationships characterized by trust, support, and rapport have been shown to enhance teacher motivation ( Wentzel, 2009 ; Robinson, 2022 ). When teachers experience positive interactions with students, it fuels their intrinsic motivation, leading to higher job satisfaction and lower emotional exhaustion ( Spilt et al, 2011 ; Skaalvik and Skaalvik, 2014 ).…”

Section: Discussionmentioning

confidence: 99%

“…Studies have highlighted the influence of teaching motivation in mitigating emotional exhaustion among educators ( Skaalvik and Skaalvik, 2011 , 2016 , 2020 ; Fernet et al, 2012 ; Van den Berghe et al, 2013 ; Sato et al, 2022 ). Positive teacher-student relationships contribute to fostering a supportive environment, leading to higher levels of teaching motivation ( Baker et al, 2008 ; Robinson, 2022 ). As evidenced, teachers who experience supportive relationships with students exhibit increased motivation and engagement.…”

Section: The Current Researchmentioning

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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“…The teacher-student relationship is usually regarded as one of the most important interpersonal relationships in the classroom context. Especially, the teacher-student relationship is a dyadic social process that comprises ongoing interactions between teachers and students in classrooms ( Robinson, 2022 ). Teachers and students go through a process of meeting one another, exchanging information, and adjusting and developing expectations, so the teacher-student relationship was regarded as teachers’ and students’ interactions over time, affect each other and aggregate perceptions of one another ( Frymier and Houser, 2000 ; Robinson, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Especially, the teacher-student relationship is a dyadic social process that comprises ongoing interactions between teachers and students in classrooms ( Robinson, 2022 ). Teachers and students go through a process of meeting one another, exchanging information, and adjusting and developing expectations, so the teacher-student relationship was regarded as teachers’ and students’ interactions over time, affect each other and aggregate perceptions of one another ( Frymier and Houser, 2000 ; Robinson, 2022 ). In the last 20 years, the effect of the teacher-student relationship on students’ academic performance has been supported by relevant theoretical and empirical studies ( Cornelius-White, 2007 ; Zhou et al, 2020 ).…”

Section: Literature Reviewmentioning

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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A Framework for Motivating Teacher-Student Relationships

Cited by 31 publications

References 195 publications

Contemporary crisis management in Ukraine's higher education system: a case study from the crises of the pandemic and the invasion

Contemporary crisis management in Ukraine's higher education system: a case study from the crises of the pandemic and the invasion

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

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

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