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Journal articles on the topic 'Student-teacher relationship'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Pasmore, Jean. "Teacher–student relationship." Bulletin of the Royal College of Psychiatrists 11, no. 9 (1987): 317. http://dx.doi.org/10.1192/s0140078900018009.

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Pasmore, J. "Teacher-student relationship." Psychiatric Bulletin 11, no. 9 (1987): 317. http://dx.doi.org/10.1192/pb.11.9.317.

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Arora, Dr Aina. "Ameliorate Student - Teacher Relationship through Spirituality." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (2018): 1–3. http://dx.doi.org/10.31142/ijtsrd8271.

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Ang, Rebecca P., Wan Har Chong, Vivien S. Huan, Choon Lang Quek, and Lay See Yeo. "Teacher—Student Relationship Inventory." Journal of Psychoeducational Assessment 26, no. 4 (2008): 339–49. http://dx.doi.org/10.1177/0734282908315132.

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Nath, Samaresh. "Teacher and Student Relationship- A study." Innovation The Research Concept 9, no. 1 (2024): E 130 — E 135. https://doi.org/10.5281/zenodo.10907741.

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This paper has been published in Peer-reviewed International Journal "Innovation The Research Concept"                      URL : https://www.socialresearchfoundation.com/new/publish-journal.php?editID=8671 Publisher : Social Research Foundation, Kanpur (SRF International)  Abstract: Teacher education occupied a central place in the total programmed of education. It is the key to qualitative improvement of education in the students and leaning environment in a country. The teacher is the backbone of the society who guides the students

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Prewett, Sara L., David A. Bergin, and Francis L. Huang. "Student and teacher perceptions on student-teacher relationship quality: A middle school perspective." School Psychology International 40, no. 1 (2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.

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This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support be

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Gupta, Chetna. "Teacher-Student relationship: A perspective." Asian Journal of Research in Social Sciences and Humanities 7, no. 7 (2017): 48. http://dx.doi.org/10.5958/2249-7315.2017.00364.1.

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T, Arun Christopher, and KVSN Murty Prof. "Student-Teacher relationship among adolescents." Vidhya Lagari 1, no. 1 (2015): 78–81. https://doi.org/10.5281/zenodo.7208500.

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The affective domain as derived by Bloom in his Taxonomy has taken the center stage in the teaching and learning process. The feelings of individuals are to be respected while dealing with them in the classroom, especially during the adolescent stage.  In this context teacher’s role becomes significant.  The teacher has become a facilitator which requires proper rapport with their students.  There is a growing understanding that teacher makes a big and deep impact on the life of each and every student which in turn is believed to enhance achievement.  Hence the articl

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Dr., Aina Arora. "Ameliorate Student Teacher Relationship through Spirituality." International Journal of Trend in Scientific Research and Development 2, no. 2 (2017): 1–3. https://doi.org/10.31142/ijtsrd8271.

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Teachers are the role models of the students. To provide quality education is the great responsibility of a teacher. They not only guide them in their studies but in all round development and even in shaping their career. Students expect a lot from their teachers. Due to change in the system of the society, education system is also changing. Some new trends are into existence. The relationship between teacher and a student has taken a drastic turn. It is deteriorating day by day. This chaos in the relationship is not one sided but is occurring due to the flaws that have been into the presence

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Koenen, Anne-Katrien, Eleonora Vervoort, Karine Verschueren, and Jantine L. Spilt. "Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview." Journal of Psychoeducational Assessment 37, no. 7 (2018): 874–86. http://dx.doi.org/10.1177/0734282918803033.

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Research on teacher–student relationships is mainly based on questionnaires investigating teachers’ explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers’ (implicit) mental representations of dyadic teacher–student relationships. The TRI may provide—for researchers as well as practitioners—a deeper understanding of teachers’ implicit cognitive and emotional processes elicited in teacher–student relationships, which can

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Wang, Zhongqiang, and Li Yuan. "Teacher–student relationships and student engagement: The mediating effect of peer relationships." Social Behavior and Personality: an international journal 52, no. 5 (2024): 13104E—13111E. http://dx.doi.org/10.2224/sbp.13104.

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Previous research has shown that teacher–student relationships influence student engagement, which, in turn, plays a key role in academic achievement. However, few studies have focused on the mechanism between the teacher–student relationship and student engagement. To address this gap in the literature, this study examined the link between teacher–student relationships and college students' engagement via the mediator of peer relationships. The sample consisted of 222 university students in Southwest China. Results of structural equation modeling showed that a positive teacher–student relatio

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Madjos, Rocel, and Linagyn Cubio. "The Influence of School Culture and Teaching Style on the Student-Teacher Relationship Among Teacher Education Students." Psychology and Education: A Multidisciplinary Journal 40, no. 5 (2025): 648–67. https://doi.org/10.70838/pemj.400505.

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The purpose of the study was to determine the impact of school culture and teaching style to the student-teacher relationship among teacher education students in Kapalong College of Agriculture, Sciences and Technology. The study is quantitative research that utilizes a descriptive-correlational approach. A sample of 304 randomly selected teacher education students who were identified using stratified random sampling answered the surveys on the three variables. Results showed that the level of school culture, teaching style, and student-teacher relationships were all high in level. Results als

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Kasperbauer, Holly, and Grady Roberts. "Changes In Student Teacher Perceptions Of The Student Teacher-Cooperating Teacher Relationship Throughout The Student Teaching Semester." Journal of Agricultural Education 48, no. 1 (2007): 31–41. http://dx.doi.org/10.5032/jae.2007.01031.

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Kavenagh, Mark, Elizabeth Freeman, and Mary Ainley. "Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship." Australian Educational and Developmental Psychologist 29, no. 1 (2012): 1–16. http://dx.doi.org/10.1017/edp.2012.3.

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Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. Th

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Frymier, Ann Bainbridge, and Marian L. Houser. "The teacher‐student relationship as an interpersonal relationship." Communication Education 49, no. 3 (2000): 207–19. http://dx.doi.org/10.1080/03634520009379209.

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GÖKTAŞ, Erkan, and Metin KAYA. "The Effects of Teacher Relationships on Student Academic Achievement: A Second Order Meta-Analysis." Participatory Educational Research 10, no. 1 (2023): 275–89. http://dx.doi.org/10.17275/per.23.15.10.1.

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This study aims to determine the correlational effect sizes between teacher relationships and student academic achievement. Teacher relationships were categorized as intrapersonal and interpersonal relationship types. Intrapersonal and interpersonal relationships are directed at different individuals. Intrapersonal relations refer to the inner life and thoughts of a teacher which are effective on the way of teaching and human relations. Interpersonal relations refer to social links between a teacher and the other people of the school community. The method of the study is second order meta-anal

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Thijssen, Maximiliaan W. P., Mari Rege, and Oddny J. Solheim. "Teacher relationship skills and student learning." Economics of Education Review 89 (August 2022): 102251. http://dx.doi.org/10.1016/j.econedurev.2022.102251.

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Tripathi, Parmanand. "Positive And Supportive Teacher Student Relationship." Think India 22, no. 2 (2019): 2665–73. http://dx.doi.org/10.26643/think-india.v22i2.9391.

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Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Educat

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Craig, Robert P. "Student-Teacher Relationship: A Buddhist Perspective." Clearing House: A Journal of Educational Strategies, Issues and Ideas 69, no. 5 (1996): 285–86. http://dx.doi.org/10.1080/00098655.1996.10114319.

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Zhang, Jiyang. "Research on Barriers and Measures to Establish a Good Teacher-Student Relationship." Lecture Notes in Education Psychology and Public Media 73, no. 1 (2024): 124–29. http://dx.doi.org/10.54254/2753-7048/73/20241028.

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Abstract: At present, the promotion of positive teacher-student relationships has garnered significant attention within the educational community. Many scholars have also studied the benign teacher-student relationship and put forward many novel ideas. However, shortcomings still exist in contemporary teacher-student dynamics and the strategies to enhance them. So, this paper examines the role of a constructive teacher-student relationship, identifies the characteristics and issues associated with negative interactions, and offers recommendations for fostering positive connections. The finding

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Kim, Soon-gu, and Cheon-woo Han. "A Longitudinal Relationship between Teacher-Student Relationship, Depression, and Academic Achievement in Transitional Adolescents." Korean Educational Research Association 63, no. 2 (2025): 175–204. https://doi.org/10.30916/kera.63.2.175.

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This study examined the causal relationships among teacher-student relationships, depression, and academic achievement in adolescents during the transition from middle to high school. To achieve this, data from the Daegu Education Longitudinal Study were utilized, specifically from the 5th (2021) to the 7th (2023) waves of the 2017 cohort of 4th-grade elementary school students. After excluding cases with missing values or discrepancies in middle school codes, a total of 1,451 students' data were analyzed using an autoregressive cross-lagged model. The findings of the study were as follows: Fi

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Bischoff, Judith A., Sharon Ann Plowman, and Lawrence Lindenman. "The Relationship of Teacher Fitness to Teacher/Student Interaction." Journal of Teaching in Physical Education 7, no. 2 (1988): 142–51. http://dx.doi.org/10.1123/jtpe.7.2.142.

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The purpose of this study was to determine the relationship between teacher fitness and teacher/student interaction in the classroom. Eighteen experienced high school teachers volunteered as subjects. Subjects were divided into high-fit (HF) and low-fit (LF) categories by comparison with norms for their age and sex in sit-ups, sit-and-reach, percent body fat, and maximal aerobic power. Teacher/student classroom interaction was evaluated by coding audiotapes with the verbal portion of Cheffers’ Adaptation of Flanders’ Interaction Analysis System (CAFIAS). It was revealed that HF teachers spent

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Wu, Guoqiang, and Lijin Zhang. "Longitudinal Associations between Teacher-Student Relationships and Prosocial Behavior in Adolescence: The Mediating Role of Basic Need Satisfaction." International Journal of Environmental Research and Public Health 19, no. 22 (2022): 14840. http://dx.doi.org/10.3390/ijerph192214840.

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The quality of teacher-student relationships has been shown to relate to adolescents’ prosocial behavior, but the motivational mechanisms underlying this association remained unclear. Based on relationships motivation theory (RMT), we examined whether the associations between teacher-student relationships (closeness and conflict) and prosocial behavior are bidirectional, and the mediating role of basic psychological need satisfaction (autonomy, competence, and relatedness need satisfaction) in these links. Data were collected from a sample of 438 secondary school students who completed a surve

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Hershkovizt, Arnon, and Alona Forkosh-Baruch. "Teacher-student relationship and Facebook-mediated communication: Student perceptions." Comunicar 25, no. 53 (2017): 91–101. http://dx.doi.org/10.3916/c53-2017-09.

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Studentteacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between studentteacher relationship and studentteacher Facebookmediated communication. The study included Israeli middle and highschool students, ages 1219 years old (n=667). Studentteacher relationships were compared between subgroups of students, based on their type of Facebook connection to their teacher

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Vélez Rendón, Gloria. "Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 7. http://dx.doi.org/10.14483/22487085.179.

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The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and Rand, Ch., 1996; Weber Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of t

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Wang, Yigui, and Xiang Xian. "The teacher–student relationship and student burnout: Mediating effect of supportive school climate." Social Behavior and Personality: an international journal 52, no. 4 (2024): 1–8. http://dx.doi.org/10.2224/sbp.13079.

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Burnout is a health issue among students; thus, mechanisms that reduce student burnout need to be explored. In this study we investigated the role that a positive teacher–student relationship plays in influencing student burnout through the mediator of supportive school climate. A sample of 346 high school students in China completed a paper-based survey. The results of structural equation modeling showed that a positive teacher–student relationship was negatively related to student burnout, and a supportive school climate partially mediated this relationship. The findings suggest that fosteri

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Adejo, Odaudu, Sunday, Adejo-Odaudu, Victoria Omomine, Danburam, Ibrahim Umar, Mshelia, Helen Jonathan, and Yusuf, Lamiriya. "Teachers’ Temperament, Teacher-Student Relationships, Teaching Method and Learning Engagement: A Moderated Mediation Analysis." International Journal of Research and Innovation in Social Science VIII, no. V (2024): 2575–86. http://dx.doi.org/10.47772/ijriss.2024.805187.

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Purpose The purpose of this study is to investigate the impact of teachers’ temperament and method of teaching on the relationship between teacher-student relationships and learning engagement of students of Taraba State University, Jalingo. Design/Approach/Method The study adopted a cross-sectional survey of 400 undergraduate students. Utilising the Hayes Process macro, we tested the moderating impact of teacher temperament on the relationship between teacher-student relationships and learning engagement. Also, we tested the mediating impact of teaching methods on teacher-student relationship

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Dai, Pinyu. "The Influence of Teacher-Student Relationship on Students' Learning." Lecture Notes in Education Psychology and Public Media 40, no. 1 (2024): 240–46. http://dx.doi.org/10.54254/2753-7048/40/20240764.

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As the importance of education is realized by more and more people, people begin to pay attention to the factors that have an important influence on students' studies. As a factor directly related to students' individual and learning outcomes, the teacher-student relationship has been noticed and studied by people. A positive teacher-student relationship can help students in their professional learning in many ways. This paper takes the teacher-student relationship as the starting point, and synthesizes the relevant literature and research on teacher-student relationship and students' learning

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He, Pengzhen, and Chao Li. "The teacher–student relationship and student creativity: Student engagement as a mediator." Social Behavior and Personality: an international journal 52, no. 9 (2024): 1–8. http://dx.doi.org/10.2224/sbp.13644.

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Given the importance of creativity in higher education, it is imperative to explore the strategies that can be employed at universities to foster student creativity. With this objective in mind, our aim in this study was to investigate the impact of the teacher–student relationship on student creativity, with a specific focus on the mediating role of student engagement. To collect data, we had 526 Chinese college students complete a survey. The hypotheses were tested through structural equation modeling. The results indicated that a positive teacher–student relationship was positively connecte

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Yun, Sung-Jun, and Ji-Hoon Ahn. "Moderating Effect of Teacher Efficacy for Teacher-Student Relationship in the Relationship between Physical Self-Concepts and Physical Education Teaching Efficacy of Elementary School Preservice Teachers." Institute for Education and Research Gyeongin National University of Education 44, no. 4 (2024): 77–92. https://doi.org/10.25020/je.2024.44.4.77.

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This study aimed to confirm the influence of pre service teachers’ physical self-concept on physical education teaching efficacy and to verify the moderating effect of teacher efficacy for teacher–student relationships perceived by preservice teachers in this relationship. To this end, a survey was conducted on 121 preservice teachers at universities of education located in the metropolitan area. Descriptive statistical and correlation analyses were conducted in consid eration of the study’s purpose, and the moderating effect was verified through hierarchical regression analysis. The following

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Ansyah, Eko Hardi, Cholichul Hadi Hadi, Nur Ainy Fardana, Nawangsari -, and Mohd Nazri Abdul Rahman. "TEACHER-STUDENT RELATIONSHIP MODEL IN MUHAMMADIYAH ELEMENTARY SCHOOLS' TEACHERS IN INDONESIA: THE MEDIATING ROLE OF EFFORTFUL CONTROL." Malaysian Online Journal of Educational Management 12, no. 4 (2024): 62–77. https://doi.org/10.22452/mojem.vol12no4.4.

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Previous research has consistently pointed out that student development is impacted by teacher-student relationships. Muhammadiyah, Indonesia's largest Islamic social organization, owns Muhammadiyah schools which include both elementary and secondary schools. Muhammadiyah elementary schools offer educational services indiscriminately. In Indonesia, there are more than two thousand Muhammadiyah elementary schools. Hence, research studies on Muhammadiyah elementary schools have a significant impact on the development of Indonesian education. This research uses the teacher as the subject rather t

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Agrawa, Shobhit, Sriram Sagi, Bharath Srinivasaiah, and Narendra Kumar Ray. "The Impact of Teacher-Student Relationships on Students' Perceptions of Teachers' Educational Effectiveness." Journal of Research in Vocational Education 6, no. 11 (2024): 45–53. https://doi.org/10.53469/jrve.2024.6(11).10.

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The impact of teacher-student relationship on student perception of the teacher's effectiveness in the delivery of education lies in the limited understanding of how the teacher-student relationship specifically shapes students' perception of the education provided by the teacher. While numerous studies have explored the impact of teacher-student relationships on various educational outcomes, such as academic achievement and student engagement, there is a lack of research specifically examining how this relationship affects students' perceptions of the teacher's educational qualifications. Thi

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Fan, Mengqi. "The Influence of Teacher-Student Relationships on Learning Motivation of Elementary School Students." Journal of Education and Educational Research 5, no. 3 (2023): 63–66. http://dx.doi.org/10.54097/jeer.v5i3.13321.

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In this study, the influence of teacher-student relationship on learning motivation of primary school students was investigated by using the teacher-student relationship questionnaire and the learning self-regulation scale, and the third- and fourth-grade students of four elementary school in Hangzhou were selected through multi-stage sampling. The results show that: (1) Teacher-student relationship has a significant effect on students' learning motivation and has a certain positive predictive effect on it. (2) From the perspective of intermediate elementary school students, student gender had

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Wang, Zhongjie, Kaiyuan Lu, Xuezhen Wang, Juanjuan Zheng, Xinyi Gao, and Qianqian Fan. "Breaking the Cycle: Perceived Control and Teacher–Student Relationships Shield Adolescents from Bullying Victimization over Time." Behavioral Sciences 14, no. 12 (2024): 1198. https://doi.org/10.3390/bs14121198.

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Background: Bullying victimization remains a grave issue in early adolescence. However, existing research often lacks a longitudinal perspective and sufficient attention to protective factors, particularly the dynamic role of teacher–student relationships. Objective: This study explores the longitudinal protective mechanisms against bullying victimization, focusing on the roles of perceived control and teacher–student relationships. Methods: A sample of 1454 adolescents (mean age = 13.63 years, SD = 0.76, 51% female) was followed over the course of one year. Latent growth models were employed

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Hutchison, Ron. "The citadel within: The teacher in the student‐teacher relationship." Medical Journal of Australia 142, no. 1 (1985): 37–38. http://dx.doi.org/10.5694/j.1326-5377.1985.tb113282.x.

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Mucaj, Arjana, Silva Ibrahimi, and Denisa Gjoka. "Influence of Teacher-Student Relationship on Academic Performance: The Case of Tirana." Open Journal for Psychological Research 5, no. 1 (2020): 1–8. http://dx.doi.org/10.32591/coas.ojpr.0501.01001m.

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The aim of the current study is to assess the impact of the teacher-student relationship on the academic performance of students 12 to 15 years old in the Albanian context. The analysis and evaluation of this relationship is an important issue as a qualitative relationship between them contributes not only to the students’ academic but also to their socio-emotional development. The sample was composed by 121 students selected on three 9-years school of Tirana. Factorial analysis by the statistics method showed that the internal factors that influence the teacher-student relationship were relat

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Paizan, Mădălina A., Alison E. F. Benbow, and Peter F. Titzmann. "Relationship quality in student-teacher-dyads: Comparing student and teacher determinants in multicultural classrooms." International Journal of Intercultural Relations 101 (July 2024): 102006. http://dx.doi.org/10.1016/j.ijintrel.2024.102006.

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Bekir, Sezgin, and Ergyul Tair. "Student – Teacher Relationship Style in School Environment." Filosofiya-Philosophy 31, no. 2 (2022): 159–72. http://dx.doi.org/10.53656/phil2022-02-05.

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The article presents results of a research of student – teacher relationship styles in the school environment, measured by the stroke economy. The sample includes 339 students between the ages of 13 to 15, of whom 198 are from vulnerable and 141 are from invulnerable groups, and 229 teachers between the ages of 24 to 65. The results present significant differences in the styles used by the three groups. Students from vulnerable groups declare preferences for the styles “Don't accept” and “Don't give yourself”, which is expressed in a tendency to devalue their own achievements and successes. St

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Kaplan, Andrew. "Teacher and student: Designing a democratic relationship." Journal of Curriculum Studies 32, no. 3 (2000): 377–402. http://dx.doi.org/10.1080/002202700182619.

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Xu, Li, and Qi Yang. "Modeling and Analysis on Teacher-Student Relationship." Discrete Dynamics in Nature and Society 2019 (December 29, 2019): 1–7. http://dx.doi.org/10.1155/2019/5481926.

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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

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Carroll, Robert G. "It's all about the teacher-student relationship." Advances in Physiology Education 36, no. 4 (2012): 233. http://dx.doi.org/10.1152/advan.00127.2012.

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Амиралиева, И. Б. г. "Importance of establishing proper teacher-student relationship." Modern Humanities Success, no. 4 (April 30, 2024): 231–36. http://dx.doi.org/10.58224/2618-7175-2024-4-231-236.

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в общеобразовательной школе, ученик проявляет деятельность в рамках системы взаимоотношений, получает образование и воспитание. В классе, во время проведения внеклассных мероприятий в процессе его развития формируется система взаимоотношений, имеющая чрезвычайно большое влияние: – учитель (учителя) – ученик (ученики), ученик – ученик (учащиеся), ученик – малые группы, малые группы – малые группы. Межличностные отношения составляют основную линию человеческих отношений и играют роль основополагающего фактора общения. Несмотря на то, что отношения между учениками важны в формировании личности уч

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Voynova, Ruzhena. "Teacher-student relationship and its impact on students’ desire for knowledge." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (2017): 278–84. http://dx.doi.org/10.18844/prosoc.v4i1.2266.

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Chu, Tian. "Teacher and family support, teacher–student relationship, and psychological capital in online learning: A moderated mediation model." Social Behavior and Personality: an international journal 52, no. 5 (2024): 13061E—13071E. http://dx.doi.org/10.2224/sbp.13061.

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This research examined the impact of teacher support on students' psychological capital during the process of online learning, and investigated the mediating effect of the teacher–student relationship and the moderating role of family support. For this purpose, 577 junior high school students in China completed a survey. The findings revealed a positive relationship between teacher support and students' psychological capital. Moreover, teacher–student relationships mediated the influence of teacher support on students' psychological capital. Furthermore, family support moderated the link betwe

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Eny Purwandari and Khoirunnisa. "Student Engagement Models: Parental Support, Academic Self-Efficacy, and the Teacher-Student Relationship." Jurnal Iqra' : Kajian Ilmu Pendidikan 8, no. 2 (2023): 481–94. http://dx.doi.org/10.25217/ji.v8i2.4010.

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Student engagement is the basis for academic and social success in online learning. The study aimed to examine the measurement and structural models and empirically test the relationship between parental support, academic self-efficacy, teacher-student relationship, and student engagement. The number of research samples was 323 junior high school students in Cirebon City, coming from 4 schools (public and private) which were obtained by multistage cluster random. The instrument uses a scale of student engagement, parental support, academic self-efficacy, and teacher-student relationship. Data

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Hershkovitz, Arnon, and Alona Forkosh Baruch. "Student-teacher relationship in the Facebook era: the student perspective." International Journal of Continuing Engineering Education and Life-Long Learning 23, no. 1 (2013): 33. http://dx.doi.org/10.1504/ijceell.2013.051765.

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Kim, Jinhee, and Junyeop Kim. "Exploring the Influential Factors of Teacher-student Relationship based on Random Forest Regression and Interpretation using SHAP." Korean Society for Educational Evaluation 35, no. 3 (2022): 409–37. http://dx.doi.org/10.31158/jeev.2022.35.3.409.

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The purpose of this study is to explore factors affecting the teacher-student relationship of middle and high school first grade students. It was intended to provide information for improving the teacher-student relationship through the analysis results. This study performed random forest regression analysis using GEPS data. The subjects of this study were 5,586 middle school students and 5,348 high school students. The explanatory variables used in the analysis were 478 items in middle school and 499 items in high school. 24 major factors were derived using SHAP value. The result is as follow

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Zhang, Mengyu. "Teacher Support and Students' Achievement in Mathematics—Discovery and Enlightenment Based on PISA 2022 East Asian Cultural Circle Data." Journal of Education, Humanities and Social Sciences 52 (May 27, 2025): 11–23. https://doi.org/10.54097/ebnmae77.

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To elucidate the mechanism through which teacher support influences students' academic achievement in mathematics, this study constructs a moderated mediation model. It focuses on the mediating role of the teacher-student relationship quality in this connection, as well as the moderating effect of math anxiety. Using the PISA 2022 data report officially released by the OECD, this study analyzes responses from 23,082 junior high school students across South Korea, Japan, Hong Kong (China), and Chinese Taipei within the East Asian Cultural Circle. The investigation examines teacher support, teac

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Eshboeva, Sh.A. "TEACHER-STUDENT RELATIONSHIPS IN THE CLASSROOM." EURASIAN JOURNAL OF SOCIAL SCIENCES, PHILOSOPHY AND CULTURE 2, no. 11 (2022): 79–82. https://doi.org/10.5281/zenodo.7180764.

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Yang, Bin. "Effects of Peer-victimization on High School Students' Mental Health: Examining the Moderating Role of Teacher-student Relationship." Philosophy and Social Science 1, no. 4 (2024): 21–26. http://dx.doi.org/10.62381/p243403.

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Interpersonal relationship issues are one of the main factors affecting adolescent mental health, with peer-victimization attracting significant attention due to its widespread negative impact. This research investigates the impact of peer-victimization on psychological symptoms among high school students and assesses the moderating influence of teacher-student relationships. 337 high school students completed a questionnaire consisting of the Peer-Victimization Scale, the Teacher-Student Relationship Questionnaire, and the Chinese Adolescent Mental Health Scale. The results revealed that peer

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