Relationships Between Teachers and Children

Pianta, Robert C.; Hamre, Bridget K.; Stuhlman, Megan W.

doi:10.1002/0471264385.wei0710

Cited by 471 publications

(537 citation statements)

References 102 publications

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“…Respondents of higher levels have higher self-esteemed than those of lower levels and was found to be statistically significant (r= 0.259, p < 0.05, Table 2). This might be possible because as one gets closer to finishing higher education, there is a high development of the mental picture of one's self (Pianta et al, 2003) as the individual begins to aspire higher in life's achievement, assuming more socially accepted and becoming better position to contribute to socio-economic development and self-contentment. The self-esteem of the respondents increased with academic performance (Figure 4) and was found to have significant positive relationship on academic achievement (r = 0.327, p < 0.01, Table 2) in line with other findings (Ewnetu & Fisseha, 2008;Habibollah et al, 2009).…”

Section: Journal Of Social Science Studiesmentioning

confidence: 99%

The Impact of Lecturer-Student Relationship on Self-Esteem and Academic Performance at Higher Education

Nyadanu¹,

Garglo²,

Adampah³

et al. 2014

jsss

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This research examined the effects of lecturer-student relationship on the self-esteem and academic performance of nursing students at the University of Cape Coast, Ghana. The descriptive statistics on the level-clustered random samples indicated two of the lecturer-student relationships, more connectedness and non-threatening, to be positive while the other two, independent and conflicting, were negative relationships. Thus the student-lecturer relationship was an average. With the exception of connectedness, where low score showing less connectedness rather resulted in high self-esteem, the rest of the reported lecturer-student relationships correlated in good dimensions with high self-esteem of the students. However, while the association seemed to promote self-esteem, it rather indicated opposite dimension with regard to academic performance with increasing number of years spent in the department. The study revealed that because there was little interaction between lecturers and students resulting in the average relationship, the prevailing relationship did not directly or not strong enough to influence high academic and high level attainment but rather encouraged high self-esteem which in turn stimulated high academic and level attainment significantly (p< 0.01). Hence even-though it is a positive relationship which provides good environment for high academic performance, the reverse is possible especially at the higher education where the long exposure to the socio-cultural practices and the modes of instruction might have had tremendous impact on how students perceive and relate to lecturers in order to enhance their academic performance. We recommend improving student-lecturer relationship to drive self-esteems of students for higher academic performance. It is also suggested that further researches be carried out for modeling, possibly mixed-effects model of the academic performance of students taking into consideration self-esteem, lecturer relationship, socio-cultural and economic factors and other key determinants.

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Section: Journal Of Social Science Studiesmentioning

confidence: 99%

The Impact of Lecturer-Student Relationship on Self-Esteem and Academic Performance at Higher Education

Nyadanu¹,

Garglo²,

Adampah³

et al. 2014

jsss

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“…From their perspective, teachers can regard their relationship with students through three aspects: conflict, closeness and dependence (Pianta, Steinberg, & Rollins, 1995;Safi & Pianta, 2001). Moreover, Pianta (2003) noted these aspects are resent throughout all ages from kindergarten to high school (Howes, 2000;Pianta et al, 1995). Teacher-student relationship are shaped and influenced mostly by students' behavior, and less by other aspects (Stuhlman & Pianta, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…Pianta, Hamre & Stuhlman (2003) wrote that the focus on teacher-student relationship has to change, and emphasis has to be placed on how this relationship advance students in the modern view of complex human development, which comprises interactions with others, all in broad context that has to be considered. Until recently, most studies examined teacher-student relationships vis-a-vis teachinglearning, class management discipline and so forth.…”

Section: Eissn: 2357-1330 Selection and Peer-review Under Responsibilmentioning

confidence: 99%

“…Until recently, most studies examined teacher-student relationships vis-a-vis teachinglearning, class management discipline and so forth. Pianta, Hamre & Stuhlman (2003) sought to emphasize the relationship and its significance within the holistic complex picture, meaning current research in this respect is interdisciplinary between psychology and education, and examines the interaction between people and context (Bronfenbrenner & Morris, 1998;Cairns & Cairns, 1994;Lerner, 1998;Magnusson & Stattin, 1998;Sameroff, 1995). This is particularly true when youths at risk are concerned.…”

Section: Eissn: 2357-1330 Selection and Peer-review Under Responsibilmentioning

confidence: 99%

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Teacher-Students Relationship. The Significance to Decreasing Dropout Rates and Motivation for Change

Shefi¹,

Chiş²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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A case analysis of a "Second Chance" high school for high risk students focuses on the contribution of teacherstudents relationships to reducing school dropout and motivation to change their attitude towards school and learning. The present research based on the following psychological-sociological theories: (1) Self Determination (Deci & Ryan); (2) Self-Efficacy (Bandura). This mixed methods research sough to examine teacher-students relationships' contribution in reducing students' dropout, and their influence on students' motivation to change. Preliminary findings emerging from interviews with teachers reveal teachers' perceptions of their relationships with students and the significance of this relationship. Inconsistency of teacher-student relationship also emerged. The school population consists of some 120 students and 25 teachers. The researched population is that of students and teachers. The latter are regular teachers with no training in special education, with BA and MA degrees. Most of them have years of experience at the school (8-28 years). The students are aged 14-18 and have been potential dropouts throughout their school years in different schools. Most students come from a low socio-economic level and have experienced many failures, attention problems and have difficult behavior problems

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“…Estos vínculos permitirían a los estudiantes procesar y elaborar su experiencia escolar con todos los desafíos que ella implica, favoreciendo la transmisión de una actitud positiva y de disfrute respecto de la vivencia escolar (FRENZEL et al, 2009), la cual redundaría en la motivación y autonomía de los estudiantes (ROTH et al, 2009). De hecho, estudios muestran el impacto de relaciones positivas entre estudiantes y sus profesores en la conexión de los alumnos con la institución, y en los resultados deseados para los estudiantes, tanto académicos como socioemocionales (ABBOTT et al, 1998;OSHER et al, 2007), impacto que se mantendría en sus vidas adultas (BIRCH; LADD, 1998;PIANTA, 2001PIANTA, , 2006MURRAY;GREENBERG, 2000;PIANTA et al, 2003).…”

Section: Introductionunclassified

Aprendizaje socioemocional en estudiantes de quinto y sexto grado: presentación y evaluación de impacto del programa BASE

Milicic

Alcalay

Berger

et al. 2013

Ensaio: aval.pol.públ.Educ.

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ResumenSe presenta el desarrollo y evaluación de impacto de un programa para favorecer el bienestar y aprendizaje socioemocional en estudiantes de quinto y sexto año de enseñanza general básica: el programa BASE. A partir de una revisión teórica del aprendizaje socioemocional se fundamenta el énfasis del programa en el desarrollo de vínculos interpersonales de calidad y el desarrollo de las competencias necesarias para ello, integrando tanto factores a nivel del desarrollo individual como también del contexto que favorece este desarrollo, así como la generación de comunidades sanas y nutritivas. Se utilizó un diseño cuasi-experimental pre-post con grupo control para evaluar el impacto del programa. Los resultados muestran un impacto significativo positivo del programa en la autoestima, integración social, y percepción del clima escolar de los estudiantes que participaron de él en comparación al grupo control. Se discuten los resultados del programa y sus posibles implicancias para el desarrollo de intervenciones en este campo. Palabras clave: Aprendizaje socioemocional. Bienestar. Enseñanza general básica. IntroducciónRecientemente, un estudio que integró la evaluación de más de 200 programas orientados a favorecer el aprendizaje socioemocional en estudiantes escolares (DURLAK et al. 2011) vino a consolidar la ya creciente evidencia sobre el impacto de este tipo de intervenciones tanto para indicadores socioafectivos, como también para indicadores académicos. Este estudio, a través de un trabajo meta-analítico, demostró que los estudiantes que

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Relationships Between Teachers and Children

Cited by 471 publications

References 102 publications

The Impact of Lecturer-Student Relationship on Self-Esteem and Academic Performance at Higher Education

The Impact of Lecturer-Student Relationship on Self-Esteem and Academic Performance at Higher Education

Teacher-Students Relationship. The Significance to Decreasing Dropout Rates and Motivation for Change

Aprendizaje socioemocional en estudiantes de quinto y sexto grado: presentación y evaluación de impacto del programa BASE

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