THE RELATIONSHIP BETWEEN TEACHER-STUDENT RELATIONSHIP, SELF-CONFIDENCE, AND ACADEMIC ACHIEVEMENT IN THE CHINESE CONTEXT

2020 ◽  
Author(s):  
Tianxue Cui ◽  
◽  
Qimong Liu ◽  
Jian Liu ◽  
Chuang Wang ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Chinese Context ◽  
Self Confidence ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The Relationship

scholarly journals Modeling and Analysis on Teacher-Student Relationship

2019 ◽  
Vol 2019 ◽  
pp. 1-7
Author(s):  
Li Xu ◽  
Qi Yang
Keyword(s):  
Discrete Model ◽  
Equation Model ◽  
Reciprocal Relations ◽  
Modeling And Analysis ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Sample Data ◽  
Teachers And Students ◽  
Student Relationship ◽  
The Relationship

Although the teacher-student relationship has been addressed in some studies, the cooperation or reciprocal relations between teachers and students have not been explored sufficiently. In this paper, a difference equation model is applied to express the relationship, stability analysis at the positive steady state of the discrete model is done to verify that the performance output is not empty, and hypothesis testing is conducted to show the validity of the model by means of sample data from a college. Then some reasonable suggestions are proposed to improve the performance output of teachers and students.

scholarly journals The academic climate and student-teacher relationship as determinants of academic motivation

2020 ◽  
Vol 11 (1) ◽  
pp. 34-46
Author(s):  
Ruxandra Toma
Keyword(s):  
Academic Motivation ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Academic Climate ◽  
Teacher Student Relationship ◽  
Career Anxiety ◽  
Academic Amotivation ◽  
Student Relationship ◽  
The University ◽  
The Relationship

In this study we focus on the university students and the factors that influence their academic motivation. The participants were 202 students from different universities and specializations, 167 females and 35 males, aged 18-31 years, M = 21.33, SD = 2.15. We used Perceived Academic Climate Scale (Felner, 1993), Teacher-Student Relationship Scale (Brinkworth et al., 2018), and Academic Motivation Scale (Vallerand et al., 1992). Our objective was to identify the relationship between academic climate, teacher-student relationship (TSR), and academic motivation in the university environment, and to investigate the influence of the career anxiety on the academic motivation of students. The results show that anxiety regarding future career can moderate the relationship between school climate and academic amotivation and also between TSR and academic motivation.

scholarly journals Rumi, Sufi spirituality and the teacher–disciple relationship in Elif Shafak’s The Forty Rules of Love

2020 ◽  
Vol 29 ◽  
Author(s):  
William Gray
Keyword(s):  
Artistic Expression ◽  
The Novel ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Anglophone World ◽  
Western Esotericism ◽  
The Relationship ◽  
The Way

In William Patrick Patterson’s Struggle of the Magicians, a detailed study of the relationship between the prominent figures of Western esotericism, G. I. Gurdjieff and P. D. Ouspensky, he writes ‘Only in a time as confused as ours could one think that the teacher–student relationship – an archetypal and sacred form – exists as an option, rather than a necessary requirement, a station on the way’ (1997: 92). My paper examines the numerous ways in which the famous teacher–disciple relationship that existed between Muhammad Jalal ad-Din, known to the anglophone world as Rumi, and his spiritual guide and mentor, Shams of Tabriz, is represented in Elif Shafak’s novel The Forty Rules of Love (2010) and how her depiction of this relationship is predicated upon her knowledge of, and belief in, the general principles of what can be termed ‘Western Sufism’. Although she had previously thematised elements of Sufi dialectics in her earlier fiction and clear, if minor, references to Sufi philosophy permeated novels such as The Bastard of Istanbul (2007), Shafak’s fascination with the teachings of Rumi and Shams of Tabriz reaches its culmination and most significant artistic expression in The Forty Rules of Love. Published in 2010, the novel situates a fictionalised representation of the relationship between Rumi and Shams at the centre of the narrative and provides an overt depiction of the emanationalist, perennialist and universalist ethics contained within Sufi dialectics. In addition, given that Shafak’s text represents one of the more prominent and commercially successful contributions to what Amira El-Zein (2010: 71–85) has called ‘the Rumi phenomenon’ my paper examines how, in privileging the aesthetics and the interests of American readers over conveying a more complete and more nuanced image of Sufism, Shafak succumbs to the oversimplification and decontextualisation of Rumi’s teachings perpetrated by the Western popularisers of his work.

scholarly journals The Dimension of the Teacher-Student Relationship: Frequent Language and its Conditioning Factors

2021 ◽  
Vol 10 (1 (19)) ◽  
pp. 83-99
Author(s):  
Marta Blanco Navarro
Keyword(s):  
School Context ◽  
Pedagogical Knowledge ◽  
Conditioning Factors ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Interdisciplinary Methodology ◽  
Student Relationship ◽  
Interpersonal Dimension ◽  
The Relationship

In our paper, we approach the question of the relationship between a teacher and a student from an interdisciplinary methodology that integrates philosophical, ethical, and pedagogical knowledge. Starting from a notion of a person as being open to reality and constitutively religated to it, we wish to discern how to establish adequate relationships with each of the individuals existing within it. Specifically, we focus on the interpersonal dimension that can be established in a school context. As a result of this reflection, we propose a series of guidelines in relation to some linguistic expressions, to be carried out according to the student’s own understanding.

scholarly journals A STUDY ON THE RELATIONSHIP BETWEEN TEACHERS AND STUDENTS WITH SPECIAL NEEDS

2016 ◽  
Vol 3 (1) ◽  
pp. 119
Author(s):  
Laura Elvira Prino ◽  
Tiziana Pasta ◽  
Francesca Giovanna Maria Gastaidi ◽  
Claudio Longobardi
Keyword(s):  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Autism Spectrum ◽  
Learning Disorders ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Spectrum Disorders ◽  
Student Relationship ◽  
The Relationship

Abstract:The impact of the teacher-student relationship on the child’s development proves to be particularly important in the first years of scholarization. Such impact is even higher in students with atypical development. Despite the clear relevance of the teacher-student relationship, researches have rarely encompassed subjects with special education requirements. The objective of this project, therefore, is to focus on the characteristics perceived by the teacher in the relationship with students with different educational needs. In particular, we describe the results achieved with different groups of children with special education needs, i.e. autism spectrum disorders (14) and Down’s syndrome (18), learning disorders (38) and attention-deficit and hyperactivity disorders (72). To measure the teacher’s perception of the quality of the relation with the pupil we have used the Italian version of the Student-Teacher Relationship Scale (STRS; Pianta, 2001) as developed by Fraire and colleagues (2013). The social bonds with children with difficulties differ for at least one relational aspect from those with children from the Control Group, the sole exception being children with Down’s syndrome. The Closeness dimension is hampered only in the case of the bonds with children affected by an autism spectrum disorder. On the contrary, relationships with children affected by frequent distraction and hyperactivism-related disorders are characterized by a higher level of Conflict and Dependency. Both dimensions increase in presence of high levels of pupil distraction, whereas only Conflict is at stake in presence of hyperactivity. As to children with learning disorders, only a difference in the Dependency dimension has been registered. These children, in fact, are seen by the teacher as being less autonomous than their classmates and thus requiring more frequent support and assistance.Keywords: student-teacher relationship, pupils with special needs, autism spectrum disorders, Down’s syndrome, learning disorders, attention-deficit and hyperactivity disorders

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