Universidad de Los Andes (original) (raw)
Related papers
The Quality and Impact of Relationships between Elementary School Students and Teachers
Contemporary Educational Psychology, 2001
The purpose of the present study was to begin to examine, from the expectancyvalue framework, several cognitive and motivational variables believed to affect the development of the student/teacher relationship and, in turn, classroom success. Guided by the expectancy-value framework, three student variables are viewed as essential in guiding the success of the student/teacher relationship: (1) their social self-concept beliefs, (2) the value they place on developing a positive relationship with their primary teacher, and (3) their nonverbal communication skills. Eighty-two fourth-and fifth-grade students participated in the study. Variation in the students' perceptions of the quality of their relationship with their primary teacher and their classroom achievement were examined. In general, results suggest students develop schemas, their social self-concept beliefs, about their relationships with teachers that are consistent with their nonverbal communication skills. Furthermore, results suggest that for both positive perceptions of the relationship and academic achievement, valuing the relationship with the primary teacher may compensate for nonverbal difficulties.
This investigation has a look at the different aspects of the relationships between first grade teachers and their students. Special attention is given to the teachers' rating of the quality of their relationships with their students and the characteristics of the students which appear to influence the quality of those relationships. The results showed that on average, the opinion of the teachers on their relationships with their students was positive and that the interactions were very close with minimal conflict or dependency. It was also found that outbound behavior problems anticipated negative teacher-student interactions whereas social competence predicted positive interactions.
Social Interactions between Teachers and Students: A Study Addressing Associations and Predictions
Interactions between teachers and students impact children's academic and social learning. This study's objective was to identify associations and predictions between variables concerning social educational skills, negative educational practices, behavior problems and the social skills of students differentiated by schooling, clinical indicators of behavior problems, and gender. A total of 283 children and their teachers from the public schools participated in the study, who answered questionnaires and participated in a semi-structured interview. Correlation and regression statistical analysis were performed. All the groups presented positive correlations between social educational skills, children's social skills, negative educational practices, and behavior problems. Behavior problems and social skills presented predictive values among preschoolers. The aforementioned variables, together with positive and negative educational practices, presented predictive values among school children. The conclusion is that teachers can be a protective factor for children's development, but this requires planning. Resumo: Interações entre professores e alunos produzem impactos nas aprendizagens acadêmica e social das crianças. Este estudo objetivou identificar associações e predições entre variáveis de habilidades sociais educativas, práticas educativas negativas, problemas de comportamentos e habilidades sociais infantis de alunos diferenciados pela escolaridade, indicadores clínicos de problemas de comportamento e sexo. Participaram do estudo 283 crianças da rede pública de ensino e seus professores que responderam a questionários e participaram de entrevista semiestruturada. Conduziram-se análises estatísticas de correlação e regressão. Em todos os grupos houve correlações positivas entre habilidades sociais educativas e infantis e práticas educativas negativas e problemas de comportamento. Para pré-escolares, as queixas de problemas e as habilidades sociais apresentaram valores preditivos. Para escolares, as variáveis supracitadas, somadas às práticas educativas positivas e negativas, indicaram valores preditivos. Conclui-se que professores podem atuar como fator protetivo ao desenvolvimento infantil, o que requer planejamento. Palavras-chave: distúrbios do comportamento, habilidades sociais, atitudes do professor Resumen: Interacciones entre profesores y alumnos producen impactos en los aprendizajes académicos y sociales de los niños. El objetivo de este estudio fue identificar asociaciones y predicciones entre variables de habilidades sociales educativas, prácticas educativas negativas, problemas conductuales y habilidades sociales infantiles, de alumnos diferenciados por la escolaridad, indicadores clínicos de problemas conductuales y sexo. Participaron del estudio 283 niños y sus profesores, de la red pública de enseñanza, que contestaron cuestionarios y participaron de entrevista semiestructurada. Se llevaron a cabo análisis estadísticos de correlación y regresión. En todos los grupos, fueron encontradas correlaciones positivas entre habilidades sociales educativas y infantiles y prácticas educativas negativas y problemas conductuales. Para preescolares, las quejas de problemas y las habilidades sociales presentaron valores predictivos. Para escolares, estas variables, sumadas a las prácticas educativas positivas y negativas, indicaron valores predictivos. Se concluye que profesores pueden actuar como factor protector al desarrollo, lo que demanda planeamiento. Palabras clave: trastornos de la conducta, habilidades sociales, actitudes del profesor
Journal of School Psychology, 2010
The associations between the quality of teacher-student interactions and first grade academic and adaptive behavior outcomes were examined in a study of 106 Portuguese students in 64 first grade classrooms. Students' vocabulary, print concepts, math, and adaptive skills were assessed both at the end of preschool and in first grade. Classrooms were observed in the spring of first grade. After taking into account family risk factors and preschool skills, the quality of teacher-student interactions, particularly in terms of classroom organization, was positively associated with students' first grade vocabulary and print concepts. In addition, classroom quality predicted number identification outcomes differently depending on student skills prior to school entry. Students with lower preschool math skills seemed to benefit from higher quality teacher-student interactions. These findings provide further support for the unique contribution of the quality of teacher-student interactions in first grade and suggest that it may be an important mechanism to improve academic skills.
Journal of School Psychology, 2000
The purpose of this study was to examine aspects of children's social and contextual experience in schools. Children (N ϭ 289) in elementary schools completed a measure designed to assess qualities of their relationships with teachers as well as their perceptions of school environments. Students were then grouped into categories based on these perceptions and comparisons were made between groups on measures of social and emotional adjustment. Findings indicated that student classifications resembled classifications reported by other researchers for student-teacher relationships. Students classified as having poor relationships with teachers and poor bonds with school had poorer scores on self-and teacher ratings of social and emotional adjustment than children classified as having positive relationships and bonds. These findings add to a growing body of research focused on understanding children's social and contextual experience in schools by providing a descriptive typology that could be used by researchers and practitioners interested in identifying students who are having nonoptimal experiences in school settings.
Teacher Characteristics and the Quality of Child–Teacher Relationships
Journal of School Psychology, 2000
The purpose of this study was to examine certain characteristics of teachers (e.g., ethnicity, gender, relationship history) and children (e.g., gender, ethnicity) that are unique to the child-teacher relationship. One hundred thirty-eight preservice teachers reported on their relationship with 903 students in kindergarten through fifth grade. Results indicated that the preservice teachers' perceived attachment history was a significant predictor of the quality of child-teacher relationships as reported by the teacher. Gender and ethnic differences were found in teachers' reports of the quality of relationships with students. Results are examined in terms of their relation to theory concerning child-adult relationships and their practical significance. Implications for teacher education are also discussed.
THE IMPORTANCE OF STUDENT-TEACHER RELATIONSHIP IN SCHOOLS
The teacher-student relationship is very important for children and adolescents for improving their mental health. Children spend around 5 to 7 hours a day with a teacher for almost 10 months a year. All of us have gone through schooling, and we have had a many number of favourite teachers. A positive relationship between the student and the teacher is difficult to set up, but can be originate for both individuals at either end. Improving students' relationships with teachers has essential, constructive and long-lasting implications for students' academic and social development. have exposed Positive teacher-student relationships -evidenced by teachers' reports of low conflict, a high degree of intimacy and support, and little dependency -have been shown to support students' adjustment to school, add to their social skills, uphold academic performance, and foster students' resiliency in academic performance.