students and how those teachers perceive relationships affect student academic students' academic achievement and behavioral success. The data graduated fifth in my class of with a GPA and earned a college scholarship. Self reported questionnaire consisted of Student-Teacher scale and academic integrity Levels of student-teacher relationship and academic integrity in different groups . “Academic integrity means honesty and responsibility in scholarship. .. Pakistan has impact of students academic achievement. Teacher support enhances a teacher's relationship with a student. . ProQuest Dissertations, Web of Science, Google Scholar, Springer, Taylor and academic emotions (anxiety, pride, shame, achievement emotion, interest.
This study uses an attachment theory perspective to look at student teacher quality. It was a longitudinal research. Cluster analysis was used to describe results from Year 2. Results were only descriptive in nature and need to be individualized factors that may have shaped student-teacher relationship quality e. Findings were discussed in terms of their implications for the empirical use of teacher-reported STR construct as well as their implications for the future research and training.
Hoge, Another article reviews the extant research on the relationship between students and teachers in higher education across three main areas the quality of this relationship, its consequences and its antecedents. In this article, the focus was on the higher education or university context, and on one particularly significant relationship within that setting the student teacher relationship STR. The overall aim of this paper was to provide an overview of research relating to STR in higher education.
STR has emerged as an important construct in educational research within school and pre-school settings, but remains largely neglected in higher-education research. It has also revealed that the empirical basis is less clear and comprehensive in terms of the consequences of STR for university teachers.
However, it is likely that STR also affects university teachers, for example through their adoption of particular teaching practices, which in turn affects teaching quality.
It was conclude that STR should be regarded as a relevant research agenda for higher education. Many studies have quantitatively pointed towards the importance of the student-teacher relationship, yet others have qualitatively described important elements or factors of the STR. Now as a researcher my goal is to attempt to connect the dots between both types of research. This goal includes exploring the dynamics of the STR through the eyes of students into very different institutes that individually serve poverty or affluent populations.
The hopes was to learn from both ends of the spectrum and to provide teachers, administrators, and teacher education departments with some tangible targets for better establishing and cultivating STR with students 1.
Moreover, the psychological well being of the student is closely related to the STR that further has an impact on the character and personality building of the student. This study will provide us to investigate the importance of STR on grades or academic achievement of students. So, we as a student will be able to apply these findings on our own relationships with teacher in order to get success academically.
More simply put, descriptive research is all about describing people who take part in the study. This study is designed to measure the STR and its influence on student academic achievement. Teachers who are willing to participate in this study are included. Willing students are included because only willing participants will give effective responses. Unwilling teachers are excluded because they will not respond effectively. Students who are not willing are excluded.
Kim Lee, 2. Linda Wirthwein, 2. The Questionnaire inquired characteristics of mother of students and teachers. Gender and the characteristics of teacher. Guidance was taken from Kamran. F and she further improved that Questionnaire. This Questionnaire was developed by Abdulrehman,K. These Questionnaire measure different aspects of students perceived attitude toward their teachers.
Respondent answered on 4 point scale that point out how much the statement apply to the student teacher relationship. Sample was comprises of 70 students and 30 teachers from these three department. The following assessment measure was used; Demographic information Questionnaire and Questionnaire for measuring Student attitude towards teachers.
Before the application of questionnaire the participant was given the information for explaining the nature and purpose of study.
The rights of participant were also being explained. On the basis of their willingness sample was selected. Furthermore, students' culture, age, and gender moderated these links. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students.
Many empirical studies have shown that teacher support was significantly positively correlated with positive academic emotions PAEs; e. Hence, there is a need for a systematic integration of the results of these studies to better understand the relation between teacher support and students' academic emotions and attributes that moderate this relation.
This meta-analysis addresses this issue by examining 65 primary studies with 58, students. We begin by defining the two central notions: Teacher support Self-determination and social support offer two definitions for teacher support. The self-determination view suggests that teacher support occurs when students perceive cognitive Skinner et al.
According to Ryan and Deciindividuals do work and complete tasks based on their values, interests, and hobbies, but others close to them can influence their related emotions and motivations. Teacher support includes three dimensions: Support for autonomy is teacher provision of choice, relevance, or respect to students. Structure is clarity of expectations and contingencies. Involvement is warmth, affection, dedication of resources, understanding the student, or dependability Skinner et al.
Research applying this definition of teacher support has found that it can influence anxiety, depression, hope, and other emotions among students Reddy et al. In the social support model, teacher support can be viewed in two ways: The broad perspective, based on Tardy's social support framework, defines teacher support as a teacher giving informational, instrumental, emotional, or appraisal support to a student, in any environment Tardy, ; Kerres Malecki and Kilpatrick Demary, Informational support is giving advice or information in a particular content area.
Instrumental support is giving resources such as money or time. Emotional support is love, trust, or empathy. One particularly relevant study for students found the relationship between school climate and students' conduct problems was mediated by students' school connectedness Loukas et al.
The social identity approach can also be applied to explain the link between staff school climate perception and student achievement Reynolds et al. The outcome of interest in the present research is student achievement. Thus, the relevant outcome is the behavior of the students. Therefore, it seems illogical to also propose staff school identification as a psychological mediator of the students.
However, there remains different reasons to assume that staff school identification could play an important role. Rather than mediate, staff school identification might moderate the influence of their climate perception on student achievement. That is, the level of staff's psychological membership to the school might adjust the impact of school climate on students' achievement.
For example, when staff strongly identify themselves with the school, staff might be more motivated to strive for better academic results from their students in the classroom and dedicate more effort to fostering supportive relations with students.
These behaviors are conducive to students' academic engagement, which may translate to students' improved student achievement, only when staff social identity as a school member is high.
That is, the strength of the path from staff school climate perception to student achievement would be dependent on the level of staff school identification, as a regulator. If staff social identification is weak, then the impact of their school climate perception on student achievement may be far weaker posing different impact strength from for the case with higher staff school identification. Unlike the application of the social identity approach to students, this specific theoretical proposition with respect to staff school identification has not been directly investigated.
However, a link between staff behavior more broadly and student performance has been well-established. For example, Mohammadpour found after controlling for some student and school factors, teacher emphasis on homework had a significant association with student achievement. Additionally, teacher empowerment was found to be a significant predictor of students' results on standardized tests Sweetland and Hoy, The important point to distill from these studies is that psychological phenomena applying to staff have been found to affect the behavioral outcomes specifically, achievement levels of students.
Importantly, most of these studies have only looked at certain variables as predictors of students' academic achievement, and not as psychological mechanisms or moderators.
This study takes a novel approach by proposing that students' school identification is a mediator and staff's school identification is a moderator of the relationship between their perceptions of school climate and student achievement. A better understanding of the underlying processes may be especially informative in designing effective and efficient interventions to improve achievement outcomes.
The Current Study The extant literature has demonstrated that students' and members of staff's ratings of school climate have a significant impact on students' academic outcomes. Nevertheless, there a number of gaps and issues in this body of work to be addressed.
First, although some parallel measures have assessed both students' and staff's school climate perception e. Second, many studies of academic achievement have used unstandardized tests and single-informant school climate perspectives.
Third, the nested hierarchical inter-correlations of student and staff data within schools has often been ignored, which can be addressed through the use of multilevel modeling D'haenens et al. Finally, there is room for theoretical and empirical exploration of the psychological processes accounting for the climate-achievement relationship.
In aiming to address these gaps, the present study proposes MLM procedures, standardized achievement data and multi-informant data student and staff perceptions and educational records to examine both the impact of student and staff perceptions of school climate on students' standardized literacy and numeracy tests.
The models should also control for demographic variables including gender, parental education, school size, and SES. Further, it will expand our knowledge and inform school reformers to investigate whether those relationships operate as a function of students' and staff's psychological identification with the school climate, i. The study employs MLM methods to address some of the problems suffered by past studies of aggregation bias, heterogeneity of regression, and increased errors in parameter estimation Bryk and Raudenbush, ; Tabachnick and Fidell, Core covariates are also included in the analysis.
Students' gender is included due to its known effect on academic achievement Marsh et al. Male students have an advantage on numeracy tasks whereas females may have an advantage in verbal information tasks Halpern and LaMay, ; Ma and Klinger, This gender difference has been reflected in NAPLAN data for —, where males have performed consistently better in numeracy tests Australian Curriculum Assessment Reporting Authority, The level of education of students' parents is also included, as it is also known to affect student achievement Davis-Kean, ; Senler and Sungur, These individual factors students' gender and the educational level of their parents and school factors SES of the school and school size are controlled in order to measure the impacts of school climate perception and identification on NAPLAN results more clearly.
While a similar study measured the impact of students' school climate perception and school identification on NAPLAN results Reynolds et al. Furthermore, multilevel modeling is employed and staff perceptions are additionally investigated. The current study also explores the role of school identification in the climate-achievement relationship. Students' school identification is modeled as a mediator of the link between students' perceptions and their achievement.
Mediation models MacKinnon, ; Hayes, were tested using the following paths; 1 from school climate to school identification, 2 from school identification to achievement scores, and 3 the indirect path from school climate to achievement scores via school identification. In contrast, staff's school identification is modeled as a moderator.
It is hypothesized to interact with the relationship between staff school climate perception and student achievement, such that the level of staff school identification changes the strength and nature of the potential relationship between staff perceptions and student achievement. Accordingly, the current research proposes that after controlling for demographic factors, students' school identification will mediate the impact of student's school climate perception on academic achievement. More specifically, corresponding to Figure 1positive school climate perception will predict stronger school identification among students a that in turn predict higher achievement scores b.
The indirect path from school climate to student achievement scores via school identification will be positive and significant d. Conceptual model for Hypothesis 1: Conceptual model for Hypothesis 2: We also hypothesize that Staff perceptions of school climate will predict students' higher levels of academic achievement.
Impact of Student Teacher Relationship on Academic Performance of Students - Bohat ALA
Furthermore, staff's school identification will moderate the impact of their school climate perception on students' academic achievement. A high level of school identification amongst staff will explain a stronger impact of staff perception of school climate on students' academic achievement, whereas a low level of school identification will explain a weaker impact of staff school climate perception on students' academic achievement Refer to Figure 2.
Multilevel SEM of numeracy scores with student and staff school climate perception predictors, a mediator of student school identification, and demographic covariates at the student and school level. Error terms, correlations, and related coefficients are ommitted for simplicity. The current study sampled Grades 7—10 high school attendees in the district students' scores, which were provided by the education department.
Specifically, the following three data sets were merged to a single main data set. This included demographic information, such as levels of parental education, school level SES, and student achievement scores.
The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis
An online survey was administered to all Grade 7 and 9 students at all schools in the ACT during a 2-week period during June Students provided their consent if they chose to participate. Then they completed the online survey through Qualtrics software in their classrooms with teachers' assistance.
Parents' consent was waved by the relevant authority due to the low risk nature of the survey and students being able to provide own consent. Staff provided consent and completed an online survey during the survey period at a time convenient to them. Students One thousand and one hundred fifteen male students The survey response rate was between This percentage can be attributed to some students being absent, some deciding not to participate, and there being some technological issues with online participation.
The response rate was included as a covariate in the statistical models to control for possible sampling issues, and was placed at the school level in the MLM. Staff The staff sample consisted of females The average age was Administrative staff members were included because they play a role in setting and reflecting the climate of the schools. Schools Among the 17 schools, the average school size was An average of The SCASIM-St has also shown criterion validity associated with academic achievement, attendance, aggressive behavior at school, and a well-being factor of depression Lee et al.
Demographic variables Students' age, gender, spoken language at home, and parents' level of education was collected by the survey or matched from education records.
Students' academic achievement Grade 7 and 9 students' performance on NAPLAN tests was used to measure academic achievement in numeracy, reading and writing ability. Students' scores are standardized and range from 0 to 1, Australian Curriculum Assessment Reporting Authority,