Humanizing and Conducive to Learning: An Adolescent Students' Perspective on the Central Attributes of Positive Relationships with Teachers
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| Title: | Humanizing and Conducive to Learning: An Adolescent Students' Perspective on the Central Attributes of Positive Relationships with Teachers |
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| Language: | English |
| Authors: | García-Moya, Irene (ORCID |
| Source: | European Journal of Psychology of Education. Mar 2020 35(1):1-20. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Teacher Student Relationship, Secondary School Students, Secondary School Teachers, Student Attitudes, Adolescent Attitudes, Foreign Countries, Classroom Techniques, Educational Environment, Student Motivation, Power Structure, Cultural Differences |
| Geographic Terms: | United Kingdom (England), Spain |
| DOI: | 10.1007/s10212-019-00413-z |
| ISSN: | 0256-2928 |
| Abstract: | The aim of this qualitative study was to identify central attributes of positive relationships with teachers from the adolescent students' perspectives that could help delineate the meaning of student-teacher connectedness while exploring to what extent its main attributes were similar or different in England and Spain. As part of the EU-funded project "Well-being among European youth: The contribution of student-teacher relationships in the secondary-school population", we conducted focus groups in England and Spain with 42 students aged 11 to 18 years. Using a bottom-up approach for thematic analysis, we identified two main attributes that were linked to positive relationships with teachers as seen by our participating students from England and Spain: "humanizing relationships," in which the students are acknowledged and respected as individuals and feel understood and supported by their teachers; and "relationships conducive to learning," encompassing aspects such as a perception of a genuine commitment with their learning on the part of the teachers, a positive classroom management, and teachers motivating students. This study contributes to the conceptualization of student-teacher connectedness and provides useful insights for teachers and educational professionals. In addition, the study findings pointed to the importance of power and authority dynamics in student-teacher relationships that foster or undermine connectedness, and they revealed some cross-cultural differences in the role of emotions in the class, two important aspects which deserve further attention in future research. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1245258 |
| Database: | ERIC |
| Abstract: | The aim of this qualitative study was to identify central attributes of positive relationships with teachers from the adolescent students' perspectives that could help delineate the meaning of student-teacher connectedness while exploring to what extent its main attributes were similar or different in England and Spain. As part of the EU-funded project "Well-being among European youth: The contribution of student-teacher relationships in the secondary-school population", we conducted focus groups in England and Spain with 42 students aged 11 to 18 years. Using a bottom-up approach for thematic analysis, we identified two main attributes that were linked to positive relationships with teachers as seen by our participating students from England and Spain: "humanizing relationships," in which the students are acknowledged and respected as individuals and feel understood and supported by their teachers; and "relationships conducive to learning," encompassing aspects such as a perception of a genuine commitment with their learning on the part of the teachers, a positive classroom management, and teachers motivating students. This study contributes to the conceptualization of student-teacher connectedness and provides useful insights for teachers and educational professionals. In addition, the study findings pointed to the importance of power and authority dynamics in student-teacher relationships that foster or undermine connectedness, and they revealed some cross-cultural differences in the role of emotions in the class, two important aspects which deserve further attention in future research. |
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| ISSN: | 0256-2928 |
| DOI: | 10.1007/s10212-019-00413-z |
