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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
Language: English
Authors: García-Moya, Irene (ORCID 0000-0002-5377-315X), Brooks, Fiona, Moreno, Carmen
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
FullText Text:
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  Data: Humanizing and Conducive to Learning: An Adolescent Students' Perspective on the Central Attributes of Positive Relationships with Teachers
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  Data: <searchLink fieldCode="AR" term="%22García-Moya%2C+Irene%22">García-Moya, Irene</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5377-315X">0000-0002-5377-315X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brooks%2C+Fiona%22">Brooks, Fiona</searchLink><br /><searchLink fieldCode="AR" term="%22Moreno%2C+Carmen%22">Moreno, Carmen</searchLink>
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  Data: 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/
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  Data: 10.1007/s10212-019-00413-z
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  Data: 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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