Student-Teacher Relationship Scale--Italian Version

Fraire, Michela; Longobardi, Claudio; Prino, Laura Elvira; Sclavo, Erica; Settanni, Michele

doi:10.1037/t72386-000

Cited by 3 publications

(2 citation statements)

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“…However, the success of AfL implementation lies in teachers' teaching ability and their relational skills (Chen, 2008;Humphrey, 2013;Pianta et al, 2008). It is because students who had experienced some form of support from their teachers showed increased academic achievement and motivation to learn (Fraire et al, 2013;Hen & Goroshit, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

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2021

JICE

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This study was to examine student satisfaction in remote online learning environments during COVID-19 in Indonesia. The participants were 65 undergraduate Informatics students from a private university in Surabaya, Indonesia. Data from Strachota's Student Satisfaction survey responses were examined using quantitative analyses. According to the findings, there was a strong and statistically significant relationship between student satisfaction and interaction. According to predictive models, every type of interaction could predict student satisfaction, with student interaction with content being the most powerful predictor. Furthermore, the findings revealed that self-ability in digital learning, good internet accessibility and connectivity, the presence and feedback of the teacher, website content, and the ability to learn from peer feedback and group discussions all played important roles in influencing student satisfaction. Students reported that they were generally more satisfied with their improved spoken communication skills, which helped them achieve their learning objectives. The findings suggest that integrating synchronous and asynchronous learning effectively promotes student learning and improves student satisfaction in Indonesia's remote online learning environment.

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Section: Literature Reviewmentioning

confidence: 99%

Untitled

2021

JICE

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Section: Literature Reviewmentioning

confidence: 99%

I do it Better: How Social and Emotional Learning Environment Enhances Assessment for Learning Strategies in Science Classrooms

Sathasivam

Rahim

2021

JICE

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This paper describes part of a more extensive national study on Malaysian teachers' classroom assessment practices. The main study used a priori coding framework containing four-level performance ratings (i.e., Distinguish, Proficient, Basic, and Unsatisfactory). The findings revealed that a large majority of teachers' practices were at an unsatisfactory level. Among the 30 science teachers, only two teachers were categorised at the Basic level; the rest were at the unsatisfactory level. The present study used a qualitative approach to compare two teachers at basic and unsatisfactory levels and investigated if teachers' social and emotional competencies (SEC) affect the implementation of three Assessment for Learning (AfL) strategies. Three video recordings for each teacher were the main source of data. The findings revealed that the teacher with SEC increased student engagement. The research findings have implications on educational assessment policy and, particularly, teacher education programmes to incorporate elements of SEC to improve teachers' AfL skills.

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