Interpersonal Teacher Behaviour and Student Outcomes

Brok, Perry den; Brekelmans, Mieke; Wubbels, Theo

doi:10.1080/09243450512331383262

Cited by 281 publications

(163 citation statements)

References 45 publications

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“…Between theory and practice, innovative teaching has to do with the competency basis which refers to professional skill with ethical balance which covers cognitive, affective and emotional scale [22,23]. Related to the competency which teachers should behave, four main competencies obtained to enhance the teaching performance are learning competence, social competency, educational competency, and technological competency [24].…”

Section: Towards Adaptive Teaching Competenciesmentioning

confidence: 99%

Exploring Adaptive Teaching Competencies in Big Data Era

Huda¹,

Maseleno

Shahrill³

et al. 2017

Int. J. Emerg. Technol. Learn.

129

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Abstract-in the last decade, the adoption of digital tool to support educational process has been emerged among the universities around the world. In big data era, the demand to utilize it in adaptive teaching should be considered to enable the teaching performance especially in accessing the resources. This paper aims to explore the framework model as a way for teachers in adapting big data to help their teaching performance especially in accessing the resources. The literature review was conducted from peer review journals, books and conferences. The findings reveal that process and management skills should be engaged into adaptive teachings competencies. It included commitment in planning, time management, and technology skills. This study is expected to contribute in strengthening teaching performances in the application guideline in the big data era to support assessing the multi-channels of sources of knowledge to extract new insights of value in exploring the adaptive teaching competencies.Keywords-Adaptive teaching competency, big data, Process and management skills 68

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Section: Towards Adaptive Teaching Competenciesmentioning

confidence: 99%

Exploring Adaptive Teaching Competencies in Big Data Era

Huda¹,

Maseleno

Shahrill³

et al. 2017

Int. J. Emerg. Technol. Learn.

129

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“…They are both inexpensive and easy to collect and the student's view of the classroom environment presents a unique perspective (den Brok, Brekelmans, & Wubbels, 2004;Gentry, Gable, & Rizza, 2002;Peterson & Stevens, 1988). While much research has been done in testing the reliability and validity of postsecondary student reports (Greenwald, 1997;Marsh, 1987), the literature for the compulsory school level is sparse.…”

Section: Literature Reviewmentioning

confidence: 99%

Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms

Sortkær¹,

Reimer²

2016

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Abstract:Disciplinary climate has emerged as one of the single most important factors related to student achievement. Using data from the OECD Programme for International Student Assessment (PISA) 2003 for Canada, Denmark, Finland, Iceland, Latvia and Norway we find a significant and nontrivial association between the perceived disciplinary climate in the classroom and students' mathematics performance in Canada, Denmark and Norway. Furthermore we exploit country specific class-size rules in order to single out a subsample with classroom-level data (PISA is sampled by age and not by classes) and find that the estimates based on school-level data might underestimate the relationship between disciplinary climate and student achievement. Finally we find evidence for gender differences in the association between disciplinary climate and student achievement that can partly be explained by gender-specific perceptions of the classroom environment.

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“…Earlier research has proven the significance effect of teacher-student relationships on student motivation (i.e., Brekelmans & Wubbels, 1991;Den Brok et al, 2004;Wubbels & Brekelmans, 2005). They also find that teacher friendliness/cooperativeness is a strong predictor of many elements of student motivation, while the effect of teacher control is rather inconclusive.…”

Section: Introductionmentioning

confidence: 96%

“…A healthy teacher-student relationship is argued to be the characteristic of productive classroom environment (Den Brok, Brekelmans, & Wubbels, 2004;Henderson, Fisher, & Fraser, 2000;, while a problematic relationship is considered destructive to student outcomes and development (Deci & Ryan, 2002;Sansone & Harackiewicz, 2000;Schweinle, Meyer, & Turner, 2006;. Consequently, there seems to be a velvet revolution in schooling paradigm from a student ''neglected-affective'' learning tradition to a more modern view of ''included-affective'' learning practice.…”

Section: Introductionmentioning

confidence: 99%

Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

Opdenakker¹,

Maulana²,

Brok

2012

School Effectiveness and School Improvement

Self Cite

150

129

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Citation for published version (APA):Opdenakker, M. C., Maulana, R., & Brok, den, P. J. (2012). Teacher-student interpersonal relationships and academic motivation within one school year : developmental changes and linkage. School Effectiveness and School Improvement, 23 (1) Please check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences between the submitted version and the official published version of record. People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal. The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among firstgrade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5 times within a school year, from 566 students of 20 mathematics and English classes, from 3 secondary schools in The Netherlands. Multilevel growth curve modelling was applied. Analysis of withinyear changes in teacher-student interpersonal relationships revealed that the quality of relationships decreased over time. The decrease was more pronounced for Proximity than for Influence. Moreover, students' controlled motivation increased slightly, while autonomous motivation decreased systematically over time. Teacher-student interpersonal relationships are significant predictors of autonomous motivation. Several determinants like subject taught, class type, teacher gender, and student gender can explain differences in developmental trajectories of both interpersonal behaviour and academic motivation over time.

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Interpersonal Teacher Behaviour and Student Outcomes

Cited by 281 publications

References 45 publications

Exploring Adaptive Teaching Competencies in Big Data Era

Exploring Adaptive Teaching Competencies in Big Data Era

Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms

Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

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