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

2932

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.

General Information

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

Journal rubric: Educational Psychology

Article type: review article

DOI: https://doi.org/10.17759/pse.2017220505

For citation: Fomichenko A.S. Teacher-Student Relationships as a Factor of Successful Learning Activity in Schoolchildren. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2017. Vol. 22, no. 5, pp. 39–47. DOI: 10.17759/pse.2017220505. (In Russ., аbstr. in Engl.)

References

  1. Alasheev S.Yu., Tsvetkova I.V. Mezhlichnostnye otnosheniya v shkole [Interpersonal relations at school]. Sotsiologicheskii zhurnal [Sociological journal], 1998, no. 3—4, pp. 230—236.
  2. Astapenko E.V. Vliyanie vzaimootnoshenii uchitelya i uchenika na akademicheskuyu uspevaemost’ shkol’nikov v SShA [The influence of the of teacher’s and student’s relationship on the academic success of students in the United States]. Materialy Tret’ei Mezhdunar. nauch.—prakt. Konf «Pedagogicheskii opyt: teoriya, metodika, praktika» (Cheboksary 31 iyulya 2015 g.) [Proceedings of the Third International Scientific and Practical Conference «Teaching experience: theory, methodology, practice»]. Cheboksary: TsNS Interaktiv plyus, 2015, no. 2(3), pp. 14—17.
  3. Dolgova N.A. Osobennosti vzaimoponimaniya mezhdu uchitelem i uchashchimisya podrostkovogo vozrasta. Diss. kand. psikhol. nauk. [Features of understanding between the teacher and students adolescence. Ph. D. (Psychology) diss.]. Moscow, 2005. 190 p.
  4. Kon I.S. Psikhologiya ranneiy unosti [Psychology of early adolescence]. Moscow: Prosveshchenie, 1989. 255 p.
  5. Kondrat’ev M.Yu., Kravchino E.O. Sotsial’nopsikhologicheskaya spetsifika avtoriteta pedagoga v glazakh raznostatusnykh i raznovozrastnykh vospitannikov zakrytykh obrazovatel’nykh uchrezhdenii dlya real’nykh i «sotsial’nykh» sirot [Socio-psychological specifics of the teacher’s authority in the eyes of the different statuses and different ages of students of closed educational institutions for the real and «social» orphans]. Sotsial’naya psikhologiya i obshchestvo [Social psychology and society], 2012, no. 3, pp. 48—57. (In Russ., abstr. In Engl.).
  6. Krasnov A.V. Professional’naya aktivnost’ uchitelya nachal’nykh klassov kak predictor uspevaemosti ego uchenikov [Professional activity of primary school teachers as a predictor of academic achievement of their students]. Vestnik PGGPU. Seriya Psikhologicheskie i pedagogicheskie nauki [Vestnik PGGPU. Series of Psychological and pedagogical Sciences], 2013, no. 1, pp. 85—90.
  7. Lubovskii D.V., Plesnevich S.G. Formirovanie lichnostnykh obrazovatel’nykh rezul’tatov shkol’nikov v predstavleniyakh pedagogov [Elektronnyi resurs] [Formation of personal educational outcomes of students in the views of teachers]. Psikhologicheskaya nauka i obrazovanie [Psychological science and education psyedu.ru], 2017, no. 1, pp. 66—74. doi:10.17759/ psyedu.2017090107. (Accessed 10.09.2017) (In Russ., abstr. In Engl.).
  8. Putyato L.M. Kognitivnye aspekty obshcheniya uchitelya s uchashchimisya razlichnoi uspevaemosti v obuchenii [Cognitive aspects of teachers’ communication with students with different achievement in learning]. Mir psikhologii: nauchno-metodicheskii zhurnal [The world of psychology: scientific-methodical journal], 2001, no. 3(27), pp. 115—122.
  9. Razumovskaya E.R. Individual’no-psikhologicheskie osobennosti pedagoga kak faktorrazvitiya motivatsii ucheniya u starsheklassnikov [Individual psychological characteristics of a teacher as the factor of development of high school students’ learning motivation]. Omskii nauchnyi vestnik. Psikhologicheskie i pedagogicheskie nauki [Omsk scientific Vestnik. Psychological and pedagogical science], 2009, no. 1(75), pp. 120—123.
  10. Sannikova M.Yu., Antropova T.S. Povyshenie effektivnosti vzaimodeistviya v sisteme «uchitel’ — uchenik» [Improving the efficiency of interaction in «teacher — student» system]. Munitsipal’noe obrazovanie: innovatsii i eksperiment [Municipal education: innovation and experiment], 2013, no. 4, pp. 57—61.
  11. Safronova M.A., Bysik N.V. Opisanie proekta modernizatsii pedagogicheskogo obrazovaniya [Description of the project of pedagogical education modernization]. Psikhologicheskaya nauka I obrazovanie [Psychological science and education], 2014, no. 3, pp. 78—86. (In Russ., abstr. In Engl.).
  12. Sobkin V.S., Adamchuk D.V. Sovremennyi rossiiskii pedagog: eskiz k sotsiologicheskomu portretu [Modern Russian teacher: a sketch for a sociological portrait]. Moscow: Publ. Avtorskii Klub, 2015. 60 p.
  13. Sobkin V.S., Kalashnikova E.A. K voprosu o pedagogicheskom avtoritete [To the question of pedagogical authority]. Sotsial’naya psikhologiya I obshchestvo [Social psychology and society], 2016, no. 1, pp. 88—107. doi:10.17759/sps.2016070107. (In Russ., abstr. In Engl.).
  14. Soboleva M.O. Psikhologicheskii mekhanizm razvitiya otnoshenii uchitel’-uchenik v sredneishkole [A psychological mechanism in the relationship teacher-student in high school] [Elektronnyj resurs]. Sovremennye issledovaniya sotsial’nykh problem [Modern research of social problems sisp.nkras.ru], 2013, no. 9(29). Available at: http://journal-s.org/index. php/sisp/article/view/618. (Accessed 10.09.2017).
  15. Shabalina M.R. Pedagogicheskie usloviya povysheniya akademicheskoi uspeshnosti studentov. Diss. kand. psikhol. nauk. [Pedagogical conditions of enhancing the academic success of students. Ph. D. (Psychology) diss.]. Moscow, 2009. 238p.
  16. Britt J.E. Teacher-student relationships and student achievement in grades six and seven mathematics. Liberty University, Lynchburg, VA, 2013.
  17. Cornelius-White J. Learner-centered teacher—student relationships are effective: A meta-analysis. Review of Educational Research, 2007. Vol. 77, pp. 113—143.
  18. Kevin F.Mc., Penny V.B. Who, when, why and to what end? Students at risk of negative student—teacher relationships and their outcomes. Educational Research Review, 2015. Vol. 14, pp. 1—17.
  19. Knoell C.M. The role of the student-teacher relationship in the lives of fifth graders: A mixed methods analysis. Lincoln, Nebraska, 2012.
  20. Ly J., Zhou Q., Chu K., Chen S.H. Teacher—child relationship quality and academic achievement of Chinese-American children in immigrant families. Journal of School Psychology, 2012. Vol. 50, pp. 535—553.
  21. Melor Md Yunus, et al. ESL trainee teachers’ approaches and activities in teaching literature: Usage, factors and confidence. Asian EFL Journal, 2016. Vol. 1, pp. 69—85.
  22. Pianta R.C., Hamre B.K., Burchinal M. A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 2012. Vol. 49, pp. 88—123.
  23. Roeser R.W., Galloway M.K. Studying motivation to learn during early adolescence: A holistic perspective. Greenwich, CT: LAP Information Age Publishing, 2002.
  24. Rosenthal R., Jacobson L. Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York: Rinehart and Winston, 1968.
  25. Spilt J.L., Hughes J.N., Wu J., Kwok O. Dynamics of teacher—student relationships: Stability and change across elementary school and the influence on children’s academic success. Child Development, 2012. Vol. 83, pp. 1180—1195.
  26. Taylor J., Roehrig A.D., Hensler B.S., Connor C.M., Schatschneider C. Teacher Quality Moderates the Genetic Effects on Early Reading. Science, 2010. Vol. 328, pp. 512—514.
  27. Zee M., Koomen H.M.Y., Van der Veen I. Student—teacher relationship quality and academic adjustment in upper elementary school: The role of student personality. Journal of School Psychology, 2013. Vol. 51 (4), pp. 517—533.

Information About the Authors

Anna S. Fomichenko, PhD in Psychology, Associate Professor, Chair of Foreign Languages, Orenburg State University, Orenburg, Russia, ORCID: https://orcid.org/0000-0001-8236-610X, e-mail: anzitadel@mail.ru

Metrics

Views

Total: 4771
Previous month: 111
Current month: 37

Downloads

Total: 2932
Previous month: 7
Current month: 2