The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students

Dennie, David; Acharya, Parul; Greer, Deirdre; Bryant, Camille

doi:10.1002/pits.22238

Cited by 12 publications

(13 citation statements)

References 41 publications

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“…The quality of teacherlearner interpersonal relationships can affect some positive psychological constructs, including academic engagement, foreign language enjoyment, resilience, grit, self-efficacy, and wellbeing among learners in order to improve learners' healthy behavioral functioning (Derakhshan, 2021). Concerning learners' academic engagement, Dennie et al (2019) found that teacherlearner interpersonal relationships significantly affected learners' academic engagement in educational contexts. They argued that teacher-learner interpersonal relationship positively affects learners' emotional requirements, which influence academic engagement.…”

Section: Literature Reviewmentioning

confidence: 99%

The Role of Teachers’ Interpersonal Behaviors in Learners’ Academic Achievements

Zhang

2022

Front. Psychol.

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In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners’ educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners’ academic achievement. Learners are required to have some sense of belonging to improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners’ academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners’ foreign language learning.

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Section: Literature Reviewmentioning

confidence: 99%

The Role of Teachers’ Interpersonal Behaviors in Learners’ Academic Achievements

Zhang

2022

Front. Psychol.

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“…Given the fact that teacher-student rapport lies at the heart of education (Xie and Derakhshan, 2021), considerable attention has been devoted to its positive educational outcomes (Roorda et al, 2011;Opdenakker et al, 2012;Lucas-Molina et al, 2015;Ma et al, 2018;Dennie et al, 2019;Meng, 2021; to cite a few). Nonetheless, the positive effects of this communication behavior on students' well-being have not been widely studied (Holfve-Sabel, 2014;Graham et al, 2016).…”

Section: Empirical Studiesmentioning

confidence: 99%

On the Role of Teacher-Student Rapport on English as a Foreign Language Students’ Well-Being

2022

Front. Psychol.

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Given the centrality of English as a Foreign Language (EFL) students’ wellbeing in their academic success, identifying factors that may be influential in fostering students’ well-being is of high importance. As such, several studies have delved into the role of various personal and interpersonal factors in increasing EFL students’ well-being. However, little attention has been devoted to the function of teacher-student rapport. Besides, no systematic or theoretical review has been conducted in this regard. To address these gaps, the present study intends to illustrate different definitions of student well-being and teacher-student rapport, their sub-components, and their theoretical relations. Building upon the theoretical and empirical bases, the facilitative function of teacher-student rapport in increasing EFL students’ well-being was proved. Some beneficial implications are also discussed.

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“…Since the grades are not normally distributed and the estimates of the first and last grades are highly unstable, the use of traditional linear regression models is not suitable for this. As the developer of the SGP model, Betebenner innovatively used the method of quantile regression to obtain the SGP value [18]. Since the conditional quantile of dependent variables is affected by independent variables, quantile regression can more accurately describe the variation range of independent variables to dependent variables and the shape of the conditional distribution and accurately capture the data characteristics at both ends of the distribution to obtain more comprehensive data analysis.…”

Section: Mathematical Basis Of Sgp Model Designmentioning

confidence: 99%

The Academic Evaluation Practice of Theoretical Courses of Physical and Vocal Music Education Major under the Concept of Quantitative Evaluation

Wang

2022

Mathematical Problems in Engineering

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Under the rapid progress of educational reform, the evaluation method of students’ studies in China is only partially adjusted or even remains at the same level for a long time. There will be a growing gap between it and the existing education system and social needs. Therefore, based on the concept of quantitative evaluation, the gap and unreasonable evaluation methods of academic evaluation of theoretical courses of physical and vocal music education majors caused by unfair educational resources and physical conditions of Chinese students have been studied. Student Growth Percentile (SGP) academic evaluation model based on the current education situation in China is proposed. By analyzing the establishment process of this model and comparing it with the current two academic evaluation models, the advantages and disadvantages of the SGP model are analyzed. Then, a practical application case of the SGP model in a place is used to show the model’s actual evaluation process and feedback results. Through the SGP model on the growth evaluation of group students and the teaching evaluation of teachers, the growth and problems of students in this stage and whether the teachers’ teaching is effective are analyzed to obtain the pertinent results. Finally, the students and teachers are investigated, and their satisfaction with this model is 81% and 75%, respectively, proving this model’s reliability and practicality.

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The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students

Cited by 12 publications

References 41 publications

The Role of Teachers’ Interpersonal Behaviors in Learners’ Academic Achievements

The Role of Teachers’ Interpersonal Behaviors in Learners’ Academic Achievements

On the Role of Teacher-Student Rapport on English as a Foreign Language Students’ Well-Being

The Academic Evaluation Practice of Theoretical Courses of Physical and Vocal Music Education Major under the Concept of Quantitative Evaluation

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