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Promoting student holistic success through positive relationships : a descriptive case study of elementary teachers and fourth and fifth grade students.
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| 2 |
Teacher Strategies to Maintain Rapport in Elementary Classrooms
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In: Georgia Educational Research Association Conference (2021)
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Profiles of bystanders' motivation to defend school bully victims from a self-determination perspective
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Abstract:
This study was aimed at exploring which latent profiles emerge based on ratings of self-determined motivation to defend victims of bullying, and to explore if they are related to bystander roles and victimization in bullying, as well as student–teacher relations. Data were collected from 1,800 Swedish and Italian students, with an age range between 10 and 18 years (M = 12.6, standard deviation = 1.74). The students completed a survey in their classrooms. Latent profile analysis was used to explore the possible clusters of individuals with similar ratings on the motivational variables. Multivariate analysis of variances were conducted to explore differences between the profiles in relation to their roles when witnessing bullying and to student–teacher relationships. Four latent profiles emerged. The profiles represented respondents (a) high in prosocial motivation, (b) high in externally extrinsic motivation, (c) intermediate in externally extrinsic motivation, and (d) with identified/introjected motivation. Multivariate analyses showed that reports of bystander roles when witnessing bullying, teacher–student relationships, and bullying victimization, significantly differed over the motivational profiles. The bystanders were unevenly distributed across the four groups and most individuals were categorized in the prosocial motivation group. Female and male bystanders were evenly distributed across clusters. The prosocial motivation group experienced victimization to a lesser extent than the other profile groups. Students in the intermediate externally extrinsic group were more likely to take the pro-bully and outsider role during bullying. Concerning student–teacher relationships, the prosocial motivation group reported the closest relationships with their teachers, while the intermediate externally extrinsic group reported the most conflictual relationships.
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Keyword:
bullying; latent profile analysis; participant roles; person-centered approach; student–teacher relationship
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URL: https://doi.org/10.1002/ab.21929
http://hdl.handle.net/2318/1755173
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| 4 |
Ser o no ser amigos de los profesores en redes sociales: Las perspectivas de los estudiantes universitarios
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 63, 2020, pags. 87-96 (2020)
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Non ignarus docendi. Impulse zur kohärenten Gestaltung von Fachlichkeit und von Mehrsprachigkeitsdidaktik in der Lateinlehrerbildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 254 S. (2019)
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Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners
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In: ETSU Faculty Works (2019)
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A COMPARATIVE RESEARCH STUDY OF STUDENT-TEACHER RELATIONSHIPS IN ELEMENTARY SCHOOL IN CHINA AND AMERICA
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In: Major Papers (2019)
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| 8 |
Creating a Positive Classroom Environment: A Case Study of Elementary Teachers’ Reflections on the Work of Building Student Relationships
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In: Boise State University Theses and Dissertations (2018)
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Investigating the Dialogic Interaction Between Multilingual Students and a Writing Instructor in Higher Education
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CONDITIONS FOR SOCIAL CHANGE: THEORIZING CRITICAL COMMUNICATION PEDAGOGY WITH/IN THE CLASSROOM USING A LENS OF RELATIONAL SAFETY
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In: Dissertations (2018)
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| 11 |
The role of teacher-student relationships in supporting student engagement and lecturer motivation
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| 12 |
Individualised, tailored and personalised approach to the teacher-learner relationship in postgraduate staff development studies - a case study of postgraduate research supervision training
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In: School of Environment, Science and Engineering Papers (2017)
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| 13 |
The Teacher-Student Relationship from a Gramscian Perspective ; A Relação Professor-Aluno de uma Perspectiva Gramsciana
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In: Educação & Realidade [Education & Reality]; v. 43, n. 1 (2018) ; Educação & Realidade; v. 43, n. 1 (2018) ; 2175-6236 ; 0100-3143 (2017)
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| 14 |
The Fear In/Of The Closet: Coming Out in the Classroom from the Perspective of Two Queer Male Secondary Teachers
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La relación profesor-alumno y la comunicación en Facebook: percepciones de los alumnos
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 53, 2017, pags. 91-101 (2017)
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| 16 |
Examining the Effects of a Strength-Based Therapeutic Assessment Process on Students’ Perceptions of Teacher-Student Relationship, Hope, and Academic Competence
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In: All Graduate Theses and Dissertations (2017)
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| 17 |
НРАВСТВЕННОЕ ВОСПИТАНИЕ СТУДЕНТОВ В КУЛЬТУРНО-ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ ВУЗА
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ПУПКОВ СЕРГЕЙ ВИКТОРОВИЧ. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Поволжская государственная социально-гуманитарная академия», 2016
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| 18 |
Not through confusion or fear: motivational approaches for preparing Physician Associate students for post graduate study and beyond.
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In: 2 ; 1 ; 11 (2016)
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Cross-cultural perceptions of teachers’ responsibilities towards fostering meaningful relationships with students: a glimpse at Canada and Japan
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Teacher's Perspectives on Student-Teacher Relations and Classroom Management: Strategies for Intertwining Positive Relations and Effective Management in the Classroom
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