Over the past 25 years, numerous studies have sought to explore the ways in which the quality of teacher-student relationship develops. Such relationships are considered particularly significant in the case of students diagnosed with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). The study involved 65 dyads of Israeli homeroom teachers and their students (mean a...

BACKGROUND Teachers can deliver feedback using person ('you are clever') or process terms ('you worked hard'). Person feedback can lead to negative academic outcomes, but there is little experimental research examining the impact of feedback on children's perceptions of the student-teacher relationship. AIM We examined the effects of person, process, and no feedback on children's perceptions ...

given the fact that developing an intimate relationship between teacher and students creates a safe learning environment (harran, 2006), and because teacher immediacy is proved to increase students’ motivation for learning (velez & cano, 2008), this study was an attempt to explore the relationship between iranian efl learners’ perceived teacher immediacy and their willingness to communicate...

The purpose of this study was to explore the relationship between behavioral and emotional engagement of Iranian EFL learners and their attachment to their teachers. Both teachers’ and students’ perceptions of their relationships and students’ engagement have been taken into account. Questionnaire data provided by 311 EFL students and 70 EFL  teachers was used to investigate the relation betwee...

abstract the present study attempted to investigate the relationship between english language teacher perfectionism, teacher burnout, and teacher efficacy. for the purpose of the study, 114 teachers in tabadkan district, mashhad, were chosen. eighty-three of the participants were female and thirty-one were male with different majors in english language. three questionnaires, namely the scale on...

The quality of children’s relationships with teachers in early elementary grades has implications for their academic and behavioral outcomes in later grades (e.g., Hamre & Pianta, 2001). The current study uses data from the NICHD SECCYD to extend work from a recent study of first grade (Rudasill & Rimm-Kaufman, 2009) by examining connections between child shyness, effortful control, and gender ...

Positive teacher-child relationships are key factors for children’s social-emotional development and academic success in schools. Teachers’ ability to provide children with emotional support and understand children’s unique needs may improve challenging behaviors in the classroom. Play-based teacher intervention training models provide teachers opportunities to become therapeutic agents and lea...