High school teacher and student relationship

Teacher Student Relationship | HuffPost

high school teacher and student relationship

This first generation of research has also documented that supportive teacher- student relationships are an educational asset from preschool through secondary . If over age. If the student is over the age of consent in the state or country that this is taking place in, then there is no reason for students and teachers to be in a. Positive teacher-student relationships promote a sense of school belonging and encourage students to participate cooperatively. Students develop confidence.


Goals, structures, and student motivation. Journal of Educational Psychology. Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety.

high school teacher and student relationship

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Educational process reflection EPR: An evaluation of a model for professional development concerning social interaction and educational climate in the Swedish preschool. Journal of In-service Education. Intrinsic motivation and self-determination in human behavior. Banking time in head start: Early efficacy of an intervention designed to promote supportive teacher-child relationships.

Early Education and Development.

high school teacher and student relationship

The life course and human development. Damon W, Lerner RM, editors.

Teacher-Student Relationships and School Adjustment: Progress and Remaining Challenges

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Core reflection as a means to enhance professional growth. Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Theories of human development: Handbook of Child Psychology. Evidence of convergent and divergent validity of child, teacher, and peer reports of teacher-student support.

Electronic copy available at http: Emotional security with teachers and children's stress reactivity: A comparison of special-education and regular-education classrooms. Self-directed learning in problem-based learning and its relationships with self-regulated learning.

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Paul H Brookes Publishing; A Cluster-randomized controlled trail. Journal of Consulting and Clinical Psychology. Recent trends in research on teacher-child relationships.

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Dynamics of Teacher-Student Relationships: The potential of relationship-focused reflection. American Educational Research Journal. Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement.

Teacher-child relationships from an attachment perspective. Social Outcomes Although there is more research regarding the academic effects of positive teacher-student relationships for older students, there are notable social outcomes as well. Teachers are an important source of social capital for students Muller, Social capital in a classroom setting is defined as caring teacher-student relationships where students feel that they are both cared for and expected to succeed Muller, Social capital from positive teacher-student relationships can manifest itself in many different ways.

Further, teacher-student relationships can impact peer relationships in schools. Teacher-student relationships can have a significant effect on the peer acceptance of students.

Conflicting interactions between teachers and students may convey a lack of acceptance, causing other students to also reject the student involved in the conflict with the teacher Hughes et al. Peer rejection significantly impacts self-esteem of students leading to several negative social outcomes Hughes et al.

As mentioned earlier, students with high self-esteem are more likely to be self-efficacious and set higher goals Ryan et al. Students with high self-esteem are more likely to have positive relationships with peers as well as with adults Orth et al. Self-esteem is especially important during adolescence and helps students develop a positive sense of self Orth et al.

A positive sense of self in adolescence leads to future outcomes including relationship satisfaction, job satisfaction, occupational status, emotional regulation, and physical health Orth et al. The support of positive teacher-student relationships for self-esteem and related social outcomes affects students during schooling as well as in their future educational and occupational outcomes Orth et al.

Conclusion and Limitations Although there is extensive research on the positive effects of teacher-student relationships on elementary school students, there is little research on middle and high school students.

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Middle and high school is when students begin to think about their academic futures, which are informed by academic achievement and social capital in elementary years Alexander et al. Early high school is usually when students dedicate themselves to graduating or decide to drop out Henry et al. Currently, high school dropout rates are high, and improving teacher-student relationships for students at this stage may decrease dropout rates Henry et al.

Similarly, high school is when students decide if they plan to attend college or stop their education Alexander et al. Therefore, it is important to develop positive teacher-student relationships during this time. Empirical evidence does show that teacher-student relationships are very important for high school students Alexander et al.

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However, much of this research is dated. Due to the ever-changing nature of the American educational system and the increasingly diverse student body, more current studies are needed to look at the effects of teacher-student relationships for this changing population.

Conducting research on the relationship between high school students and teachers may be essential in improving the outcomes of low-income middle and high school students, and can potentially inform future interventions to help older students perform better both academically and socially. From first grade forward: Early foundations of high school dropout.

Sociology of Education, The teacher—student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23 1 The exercise of control.

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Journal of youth and adolescence, 41 2 Further support for the developmental significance of the quality of the teacher—student relationship. Journal of School Psychology, 39 4 ,