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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Teacher-Student Relationships as a Factor of Successful Learning Activity in Schoolchildren 1654

Fomichenko A.S., PhD in Psychology, Associate Professor, Orenburg State University, Orenburg, Russia, anzitadel@mail.ru
Abstract
This paper reviews how teacher-student relationships affect the success of learning activity in schoolchildren. Outcomes of Russian and foreign studies suggest that positive relationships between teachers and students are critically important for successful learning at school. The paper thoroughly analyses individual characteristics of teachers. It is emphasized that some of these characteristics (such as emotional support and academic guidance) can act as a reliable basis, encouraging students to engage more fully in learning activities and to achieve high academic performance. It is argued that the assumption according to which the relationship between teachers and students is a significant motivational factor in academic performance is still relevant. The paper describes the effect of teacher expectations on student achievement and concludes with several important notes concerning the discussed problem of teacher-student relationships and their impact on the success of learning activity.

Keywords: teacher-student relationships, student academic achievements, learning motivation

Column: Educational Psychology

DOI: http://dx.doi.org/10.17759/pse.2017220505

For Reference

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