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Influence of the teacher-student relationship on student's academic and behavioural outcomes
Author
Tong, Mun Hwee
Supervisor
Ang, Rebecca P.
Abstract
The purpose of this study is to investigate the influence of teacher-student relationship on aggression, academics, prosocial behaviour and self-esteem of students. It also looked into the influence of students' gender on the quality of teacher-student relationships. A review of literature indicates that positive teacher-student relationship generally promotes more better academic and positive behavioural outcomes, with girls experiencing better teacher-student relationships than boys. However, research on the influence of teacher-student relationships on specific variables like aggression, academics, prosocial behaviour and self-esteem of students was limited, especially in the East. Research on the influence of students' gender on the quality of teacher-student relationships is not conclusive either.
The sample comprised of a total of 285 participants; 103 primary 4 students and 182 primary 5 students. Of these, 136 were boys and 149 were girls. Eight form teachers were also asked to provide information on their relationship with their students. The following variables were measured: aggression, academic, prosocial behaviour, self-esteem, and teacher-student relationships.
Regression analyses, correlational analyses and independent t-test were used to investigate the hypotheses. The results showed that students who experience better teacher-student relationships have lower aggression level, better academic performance and were more prosocial than their peers who experience poorer teacher-student relationships. However, with additional correlational analyses performed separately for the two subscales under Prosocial behaviour, it was found that teacher-student relationship scores made a statistical contribution to the prediction of Helping behaviour, but failed to make statistical contribution to the prediction of the scores for Cooperation and sharing. The results also indicated that the quality of teacher-student relationships had a stronger influence on the academic than the behavioural outcome of the students. The quality of teacher-student relationships was not significantly correlated with the students' self-esteem. T-test analysis indicated that there are significant differences in the influence of students' gender on the quality of teacher-student relationships. The results suggested that girls generally experience better teacher-student relationships than boys.
The research is limited to only three primary schools located in the northern region of Singapore. Future work involving a more geographically diverse sample, more participants and different age groups would help to provide a better understanding of the interaction of the quality of teacher-student relationships with the various variables like aggression, academic performance, prosocial behaviour, self-esteems and genders of the students.
The results highlight the importance of teachers placing more emphasis on building good relationships with their students. Schools counselors, psychologists and educators should also focus on the aspects of teacher-student relationships in helping students to deal with their behavioural and academic problems.
The sample comprised of a total of 285 participants; 103 primary 4 students and 182 primary 5 students. Of these, 136 were boys and 149 were girls. Eight form teachers were also asked to provide information on their relationship with their students. The following variables were measured: aggression, academic, prosocial behaviour, self-esteem, and teacher-student relationships.
Regression analyses, correlational analyses and independent t-test were used to investigate the hypotheses. The results showed that students who experience better teacher-student relationships have lower aggression level, better academic performance and were more prosocial than their peers who experience poorer teacher-student relationships. However, with additional correlational analyses performed separately for the two subscales under Prosocial behaviour, it was found that teacher-student relationship scores made a statistical contribution to the prediction of Helping behaviour, but failed to make statistical contribution to the prediction of the scores for Cooperation and sharing. The results also indicated that the quality of teacher-student relationships had a stronger influence on the academic than the behavioural outcome of the students. The quality of teacher-student relationships was not significantly correlated with the students' self-esteem. T-test analysis indicated that there are significant differences in the influence of students' gender on the quality of teacher-student relationships. The results suggested that girls generally experience better teacher-student relationships than boys.
The research is limited to only three primary schools located in the northern region of Singapore. Future work involving a more geographically diverse sample, more participants and different age groups would help to provide a better understanding of the interaction of the quality of teacher-student relationships with the various variables like aggression, academic performance, prosocial behaviour, self-esteems and genders of the students.
The results highlight the importance of teachers placing more emphasis on building good relationships with their students. Schools counselors, psychologists and educators should also focus on the aspects of teacher-student relationships in helping students to deal with their behavioural and academic problems.
Date Issued
2005
Call Number
LB1033 Ton
Date Submitted
2005