Do Professor–Student Rapport and Mattering Predict College Student Outcomes?

Schriver, Jennifer L.; Kulynych, Ryan Harr

doi:10.1177/00986283211037987

Cited by 9 publications

(6 citation statements)

References 31 publications

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“…One recent study seems to stand in contrast to these investigations but only on the surface. Shriver and Kulynych (2021) summarized results from their study of 149 college students; they concluded in the abstract of their article that mattering measures were not related to student outcomes. However, their article contains other information indicating that mattering to parents was indeed associated with having a higher grade point average, while greater perceived mattering to their course instructor was linked robustly with student engagement.…”

mentioning

confidence: 99%

The Utility of Brief Mattering Subscales for Adolescents: Associations with Learning Motivations, Achievement, Executive Function, Hope, Loneliness, and Risk Behavior

Somers

Gill-Scalcucci

Flett

et al. 2021

Journal of Psychoeducational Assessment

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The current study examined the feasibility of adapting an existing measure to create a brief mattering measure suitable for use with adolescents. We then evaluated this brief measure by testing the hypothesis that mattering in adolescents is associated broadly with positive achievement outcomes and associated motivational orientations and behavioral tendencies. A sample of 206 high school students completed a slightly modified version of the Mattering Index, the Pattern of Adaptive Learning Scales, and a measure of executive function. School grades, school risk behavior, and social risk behavior were also assessed. Participants also completed measures of hope and loneliness. Psychometric analyses resulted in two brief four-item mattering subscales tapping a) general mattering and b) mattering by giving value to others. Correlational and regression analyses established that both mattering factors were associated with a positive academic orientation and higher grades. Mattering was also associated with less risk behavior, lower levels of loneliness, and higher levels of hope. Gender differences were found in terms of levels of mattering and the correlates of mattering. The findings are discussed in terms of how a focus on the promotion of mattering should contribute to an adaptive academic orientation, enhanced self-regulation, and the capacity to be adaptable and resilient.

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mentioning

confidence: 99%

The Utility of Brief Mattering Subscales for Adolescents: Associations with Learning Motivations, Achievement, Executive Function, Hope, Loneliness, and Risk Behavior

Somers

Gill-Scalcucci

Flett

et al. 2021

Journal of Psychoeducational Assessment

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show abstract

“…According to the description of these competence levels, teachers experiment with technology, use it for their teaching practice, reflect on its use and suitability for a better experience for their students; at these levels, a training programme is not necessarily required, but rather the desire and motivation of teachers to use technological resources, in addition to the undeniable technological transition that teachers have experienced globally (Bhaumik and Priyadarshini, 2020). However, because of the initial and exploratory nature of technology use, the impact on students is limited, even if it is a joint process of technology discovery (Schriver and Harr, 2023).…”

Section: Discussionmentioning

confidence: 99%

Digital Competence of Teachers in the Mayan Region of Mexico: Results of a Preliminary Research in Secondary Education

Reyes,

Gurubel-Tec

2024

INT J INSTRUCTION

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Since there is a lack of information on the level of digital competence of secondary school teachers in the Mayan region of Mexico, a preliminary study was conducted to identify the level of digital competence and whether there are differences in the level of digital competence of teachers with socioeconomic variables. The DigCompEdu Check-In instrument was administered to 462 teachers; global and area competency levels were obtained, as well as analysis of means and standard deviations and comparisons using the t-test for independent samples; the Kruskal-Wallis test was also used to find differences. Among the results it was found that 45.2% of teachers are at intermediate levels of digital competence, also that there are differences in the level of digital competence between teachers in urban and rural areas; in addition, it was found that variables such as level of studies, number of social networks and class hours are related to the level of digital competence. With the information obtained, some actions can be defined to be carried out in the next stages of the research, such as working with more teachers and involving their students. The main contribution of this research is to have information on the digital competencies of teachers in the Mayan area of Mexico.

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“…Relationships between instructors and students that are highly sensitive, friendly, and honest have been described as having “teacher-student rapport” ( Frymier and Houser, 2000 ; Frisby and Martin, 2010 ), and it addresses “the degree to which students feel supported, respected, and valued by their teachers” ( Piechurska-Kuciel, 2011 , p. 85). Therefore, in order to build a solid connection with pupils, instructors should continuously encourage them, respect their opinions, and recognize their academic work ( Schriver and Harr Kulynych, 2021 ). Accordingly, Thornberg et al (2020) made the case that instructors might develop close bonds with their pupils by upholding their academic standards.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence

Wang

2023

Front. Psychol.

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IntroductionThis study delves into the intricate synergy between teacher mindfulness and the quality of teacher-student relationships, with a specific and deliberate focus on the mediating influence of emotional intelligence. The way teachers engage with their students not only impacts the learning outcomes but also contributes significantly to the overall classroom atmosphere. Understanding the underlying mechanisms that drive these relationships is crucial for educators and policymakers alike. This research seeks to shed light on these critical dynamics.MethodsTo investigate this multifaceted interplay, a participant pool of 369 Chinese English teachers was assembled. The research employed a comprehensive approach to data collection, utilizing self-report questionnaires completed by the instructors. Structural equation modeling, a robust statistical technique, was employed to rigorously analyze the collected data.ResultsThe data analysis unveiled a robust and direct association between teacher mindfulness and the quality of teacher-student relationships. Beyond this primary link, a noteworthy revelation emerged: emotional intelligence, as measured through our analysis, was identified as a pivotal mediating factor in this relationship. This finding highlights the intricate web of emotions, awareness, and interpersonal interactions that underpin effective teaching and positive teacher-student relationships.DiscussionThese significant findings underscore the critical roles of teacher mindfulness and emotional intelligence in shaping the educational landscape. The implications of this study reach far beyond academia, extending to the development of tailored educational interventions and support strategies.

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Do Professor–Student Rapport and Mattering Predict College Student Outcomes?

Cited by 9 publications

References 31 publications

The Utility of Brief Mattering Subscales for Adolescents: Associations with Learning Motivations, Achievement, Executive Function, Hope, Loneliness, and Risk Behavior

The Utility of Brief Mattering Subscales for Adolescents: Associations with Learning Motivations, Achievement, Executive Function, Hope, Loneliness, and Risk Behavior

Digital Competence of Teachers in the Mayan Region of Mexico: Results of a Preliminary Research in Secondary Education

Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence

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