TEACHER STUDENTS RELATION AND ITS IMPACT ON ACADEMIC PERFORMANCE OF THE STUDENTS
##plugins.themes.academic_pro.article.sidebar##
Published
Dec 29, 2023
Download
Statistic
##plugins.themes.academic_pro.article.main##
Abstract
This quantitative study, conducted with a sample size of 200 students from the district of Pakpatan, aimed to investigate the correlation between positive teacher-student relationships and academic performance, motivation, and engagement. Employing a random sampling method, the research found that a significant majority (70.5%) of respondents observed a positive change in their academic performance following the development of strong relationships with their teachers. Furthermore, 30.5% strongly agreed that positive teacher-student relations directly contributed to improved academic outcomes. Motivation and engagement were also positively impacted, with 72.5% reporting increased motivation due to positive teacher-student relationships.
##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Ashan, S., & Smith, W. C. (2016). Facilitating student learning: A comparison of classroom and accountability assessment. In W. C. Smith (Ed.), The global testing culture. Shaping education policy, perceptions, and practice (pp. 131–151). Providence, Rhpde Island: Symposium Books.
Astin, A. W., Astin, H. S., & Lindholm, J. A. (2010). Cultivating the spirit: How college can enhance students' inner lives. John Wiley & Sons.
Baker, J.A., Grant, S., &Morlock, L. (2008).The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3-15.
Boynton, M. & Boynton, C. (2015). Developing positive teacher-student relationships. In Educator's Guide to Preventing and Solving Discipline Problems. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_TeacherStudent_Relations.asp
Englehart, J. M. (2019). Teacher–student relation. International handbook of research on teachers and teaching, 711-722.
Gottfried, M. A. (2019). Excused versus unexcused: How student absences in elementary school affect academic achievement. Educational Evaluation and Policy Analysis, 31(4), 392- 415.
Hammer, B. K., &Pianta, R.C. (2011). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638.
Hattie, J. (2019). Visible learning – a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
Jez, S. J., & Wassmer, R. W. (2015). The impact of learning time on academic achievement. Education and Urban Society, 47(3), 284-306.
Little, M., &Kobak, R. (2013). Emotional security with teachers and children’s stress reactivity: A comparison of special education and regular classrooms. Journal of Clinical Child and Adolescents Psychology, 32: 127-138.
Mart, C. T. (2013). A passionate teacher: Teacher commitment and dedication to student learning. International Journal of Academic Research in Progressive Education and Development, 2(1), 437-442.
Martin, D. P., & Rimm-Kauffman, S. E. (2015). Do student self-efficacy and teacher-student relation quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology, 53, 359–373.
Marzano, R.J., &Marzano, J.S. (2018).“Dimensions of Learning” Michigan Department of Education.Tending to the Spirit/Culture.Retrieved January 11, 2009, from http://www.michigan.gov/documents/3-3_107241_7.pdf.
Mashburn, A.J., Pianta, R. C., Hamre, B. K., Downer, J.T., Barbarin, O., Bryant, D., … Howes, C. (2018). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732-749.
Maulana, R., Opdenakker, M., Stroet, K., & Bosker, R. (2013). Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: A multilevel growth curve analysis. Journal of Youth and Adolescence, 42(9), 1348-71. doi:http://dx.doi.org.goucher.idm.oclc.org/10.1007/s10964-013-9921-9.
Orth, U., Robins, R.W., & Wildman, K.F. (2012).Life-span development of self-esteem and its effects on important life outcomes.Journal of Personality and Social Psychology, 102, 1271—1288.
Pianta, R. C. (2016). Teacher–student relations: Measurement, impacts, improvement, and policy. Policy insights from the behavioral and brain sciences, 3(1), 98-105.
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom relations. In Handbook of research on student engagement (pp. 365-386). Boston, MA: Springer US.
Rehman, A., & Haider, K. (2013). The impact of motivation on learning of secondary school students in Karachi: An analytical study. Educational Research International, 2(2), 139-147.
Rimm-Kaufman, S. &Sandilos, L. (2012).Improving student’s relationship with teachers to procude essential support for learning.
Ripski, M. B., LoCasale-Crouch, J., & Decker, L. (2011). Pre-service teachers: Dispositional traits, emotional states, and quality of teacher-student relations. Teacher Education Quarterly, 38(2), 77-96.
Wright, K. B., Shields, S. M., Black, K., & Waxman, H. C. (2018). The effects of teacher home visits on student behavior, student academic achievement, and parent involvement. School Community Journal, 28(1), 67-90.
Allen, J. M., Kern, A. L., Vella-Brodrick, D. A., Hattie, J., & Waters, L. (2017). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 29(1), 1-34.
Hamre, B. K., & Pianta, R. C. (2011). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom relations. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 365-386). Springer.
Astin, A. W., Astin, H. S., & Lindholm, J. A. (2010). Cultivating the spirit: How college can enhance students' inner lives. John Wiley & Sons.
Baker, J.A., Grant, S., &Morlock, L. (2008).The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3-15.
Boynton, M. & Boynton, C. (2015). Developing positive teacher-student relationships. In Educator's Guide to Preventing and Solving Discipline Problems. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_TeacherStudent_Relations.asp
Englehart, J. M. (2019). Teacher–student relation. International handbook of research on teachers and teaching, 711-722.
Gottfried, M. A. (2019). Excused versus unexcused: How student absences in elementary school affect academic achievement. Educational Evaluation and Policy Analysis, 31(4), 392- 415.
Hammer, B. K., &Pianta, R.C. (2011). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638.
Hattie, J. (2019). Visible learning – a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
Jez, S. J., & Wassmer, R. W. (2015). The impact of learning time on academic achievement. Education and Urban Society, 47(3), 284-306.
Little, M., &Kobak, R. (2013). Emotional security with teachers and children’s stress reactivity: A comparison of special education and regular classrooms. Journal of Clinical Child and Adolescents Psychology, 32: 127-138.
Mart, C. T. (2013). A passionate teacher: Teacher commitment and dedication to student learning. International Journal of Academic Research in Progressive Education and Development, 2(1), 437-442.
Martin, D. P., & Rimm-Kauffman, S. E. (2015). Do student self-efficacy and teacher-student relation quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology, 53, 359–373.
Marzano, R.J., &Marzano, J.S. (2018).“Dimensions of Learning” Michigan Department of Education.Tending to the Spirit/Culture.Retrieved January 11, 2009, from http://www.michigan.gov/documents/3-3_107241_7.pdf.
Mashburn, A.J., Pianta, R. C., Hamre, B. K., Downer, J.T., Barbarin, O., Bryant, D., … Howes, C. (2018). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732-749.
Maulana, R., Opdenakker, M., Stroet, K., & Bosker, R. (2013). Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: A multilevel growth curve analysis. Journal of Youth and Adolescence, 42(9), 1348-71. doi:http://dx.doi.org.goucher.idm.oclc.org/10.1007/s10964-013-9921-9.
Orth, U., Robins, R.W., & Wildman, K.F. (2012).Life-span development of self-esteem and its effects on important life outcomes.Journal of Personality and Social Psychology, 102, 1271—1288.
Pianta, R. C. (2016). Teacher–student relations: Measurement, impacts, improvement, and policy. Policy insights from the behavioral and brain sciences, 3(1), 98-105.
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom relations. In Handbook of research on student engagement (pp. 365-386). Boston, MA: Springer US.
Rehman, A., & Haider, K. (2013). The impact of motivation on learning of secondary school students in Karachi: An analytical study. Educational Research International, 2(2), 139-147.
Rimm-Kaufman, S. &Sandilos, L. (2012).Improving student’s relationship with teachers to procude essential support for learning.
Ripski, M. B., LoCasale-Crouch, J., & Decker, L. (2011). Pre-service teachers: Dispositional traits, emotional states, and quality of teacher-student relations. Teacher Education Quarterly, 38(2), 77-96.
Wright, K. B., Shields, S. M., Black, K., & Waxman, H. C. (2018). The effects of teacher home visits on student behavior, student academic achievement, and parent involvement. School Community Journal, 28(1), 67-90.
Allen, J. M., Kern, A. L., Vella-Brodrick, D. A., Hattie, J., & Waters, L. (2017). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 29(1), 1-34.
Hamre, B. K., & Pianta, R. C. (2011). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom relations. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 365-386). Springer.