the impact of communication between teachers and students
This study has drawn some valuable conclusions, but there are also two limitations: (1) The subjects in this study were from Zhejiang Province, China, and future studies should further expand the scope of the sample. In our research, we found that teacher support positively predicted positive emotions and interpersonal assistance, while high levels of interpersonal assistance could enhance positive emotional experiences, suggesting that interpersonal assistance mediated the relationship between teacher support and positive emotions. In recent years, the positive emotions of adolescents have attracted much attention from countries and societies worldwide and have become the focus of many scholars research. Social support from parents and teachers and adolescents subjective well being: mediating effect of cognitive regulatory learning and academic procrastination. This suggests that the chain of procrastination behavior interpersonal assistance is also a bridge for teacher support to influence positive emotions in higher vocational students. Impact of senior high school students learning power on academic performance: The moderating effect of teacher support. However, as in normal The COVID-19 pandemic has had a disproportionately negative impact on children and adolescents from lower socioeconomic backgrounds, those who faced prolonged school closures, and those lacking essential support structures such as family and teachers, according to new data published today by WHO/Europe and the Health Communication The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. 49, 3245. Front. In following Houses (1981) taxonomy of types of social support, one can classify social support from teachers as emotional support, instrumental support, informational support and assessment support. (Fig.1 1). Path 1, consisting of Teacher Support Procrastination behavior Positive Emotions, had a mediating effect value of 0.018, with a bootstrap 95% confidence interval [0.003, 0.036] that did not contain 0. Brain Mapp. For example, research shows that the quality of students learning environments critically influences their learning. 13, 194199. The instruments were presented in a simple form that can be responded by both students and the teacher easily. 80, 15141530. As a result, there may be significant differences in the physical and mental development of higher vocational students from rural, township and urban families, so residence was used as an important demographic variable in this study. For example, research shows that the quality of For Ind2-Ind3, the bootstrap CI 95% is [0.010, 0.056], which does not contain 0, and therefore, the difference is significant. Soc. Webnot like the way the teacher smiles, it might then have an impact on all communication that occurs between the teacher and the students, making it bland and causing distortion of meaning everywhere. Teacher Res. Bull. At the same time, procrastination behavior was significantly negatively correlated with teacher support, interpersonal assistance and positive emotions, while teacher support, interpersonal assistance and positive emotions were significantly positively correlated. doi: 10.1111/j.1745-6924.2009.01122.x, Van Hooft, E. A., and Van Mierlo, H. (2018). 98, 310357. (1988). We have compiled our top techniques to create a positive dialogue between students and teachers. Sci. TEACHER-STUDENT INTERACTIONS IN DISTANCE In terms of the social network of mutual support (Taylor, 2011), teacher support is a typical social support behavior for students that not only provides a feeling or experience of being cared for and respected but also has a beneficial impact on students psychological and physical health. Interpersonal assistance is a dimension of social support on the Psychological Resilience Scale for Adults (RSA) (Friborg et al., 2003). The main statistical analysis methods were as follows: (1) univariate descriptive statistics were used to analyze the current status of higher vocational students demographic information, teacher support, procrastination behavior, interpersonal assistance and positive emotions; (2) an independent samples t test and one-way ANOVA (Mishra et al., 2019) were used to analyze the variability in the demographic variables of teacher support, procrastination behavior, interpersonal assistance and positive emotions among higher vocational students. This study investigates the impact of effective communication between students and teachers, achievement sharing, and a positive classroom environment on Statistical power analysis for the behavioral sciences (2nd ed.). doi: 10.1016/j.learninstruc.2013.04.002, Wang, Y., and Wang, Z. H. (2013). (2000). 28, 1223. Opin. Web1. J. Educ. Teacher/Student Communication: The Key to Maintaining Social support theory suggests that individuals who receive support and assistance from other people or groups can improve their well-being (Cohen and Wills, 1985; Uchino, 2009). For a successful learning and understanding of the students Also, it gives opportunities for teachers to send text from computer and other devices, provide time-management help, and improve academic A significant proportion between 15% and 30% reported negative impacts across various domains. Tailor mental health support programmes to be adolescent-friendly and reflective of age and gender. Fredricksons (2004) broaden-and-build theory of positive emotions is a good illustration of the broadening and building function of positive emotions. WebThe use of communication techniques by students is very important in distance learning. The average energy bill will drop when Ofgem cuts its price cap on Saturday amid falling wholesale gas prices. Psych. The Effect of Teacher-Family Communication on On the other hand, the ratio of the direct effect of teacher support on positive emotions to the total effect was 80.89%. doi: 10.1111/j.1467-9280.1997.tb00460.x, Uchino, B. N. (2009). J. Exp. *Correspondence: Cheng Zhou, zhoucheng@nnu.edu.cn, 3. Int. (5) The bootstrap method was used to conduct a multiple mediator effect analysis using the PROCESS model. J. Psychol. Second, students who enter through individual examinations organized at higher vocational colleges, which is also a form of enrollment allowed by the Chinese Ministry of Education. Conclusion It was concluded that if this skill is practiced by teachers, it will have a positive and profound effect on the students mood. (2003) found that procrastination leads to negative effects on a persons emotions, such as anxiety, stress, and guilt, and these emotions can reduce the level of positive emotions. Additionally, the feasibility and effects of an eight-session, virtual social training were analyzed. As Klassen et al. Perspect. Perspect. 11:524588. doi: 10.3389/fpsyg.2020.524588, Nelson, S. K., Layous, K., Cole, S. W., and Lyubomirsky, S. (2016). Effective communication between students and In situations where students feel supported and cared for by their teachers, they are more likely to actively face academic tasks and avoid procrastination behaviors (Zheng et al., 2023). Sci. Med. Procrastination is common in the population, with approximately 1520% of the general population having problems with procrastination (Harriott and Ferrari, 1996). Oxford: Elsevier. When faced with challenging or difficult tasks, individuals with high procrastination behavior tend to avoid performing them by just getting on with it, a typical form of abandonment. Find more information and access the full reports via the links. In terms of the percentage of mediated effects, among the three mediated paths of teacher support on positive emotion, the differences between Path 1 (Teacher support Procrastination behavior Positive emotions) and Path 2 (Teacher support Interpersonal assistance Positive emotions) were not significant, while the differences between Path 1 and Path 3 (Teacher support Procrastination behavior Interpersonal assistance Positive emotions) were also not significant. (3) Interpersonal assistance mediates the relationship between teacher support and positive emotion, and there is a path consisting of Teacher support Interpersonal assistance Positive emotions. In other words, high levels of teacher support can enhance interpersonal assistance among higher vocational students, and good interpersonal relationships can significantly improve the experience of positive emotions (especially when they encounter difficulties). Think. The Impact of Communication Between Teachers Health Psychol. Furthermore, communication between 146, 2633. Pers. The mediating effect accounted for 11.76% of the total effect, indicating a significant mediating effect of interpersonal assistance. 293:113452. doi: 10.1016/j.psychres.2020.113452, Hadley, J. Interpersonal assistance can provide emotional support that enhances students self-esteem and self-confidence, thus promoting positive emotions. From the above results and the practice, various teacher support behaviors (e.g., scholastic support, cognitive support, emotional support, problem solving support, etc.) Three research questions and three hypotheses, ARTICLE DETAILS ABSTRACT History: Accepted 02 Sep 2020 Available Online 30 Sep 2020 Communication is supposed to be important to convey the message to the audience. J. Clin. Psychol. Behav. (2) Procrastination behavior independently mediates the relationship between teacher support and positive emotions, and there is a path consisting of Teacher support Procrastination behavior Positive emotions, i.e., a high level of teacher support can reduce the procrastination behavior of higher vocational students, reduce the negative emotions and consequences of procrastination behavior, and thus enhance their positive emotions. Psychol. Research instruments, data, and methods, https://doi.org/10.3389/fpsyg.2023.1201864, Creative Commons Attribution License (CC BY). The questionnaires were distributed from February 21March 16, 2023. Studies have shown that perceived social support is inversely related to depression, anxiety, irritability, sleep quality and loneliness in individuals experiencing social isolation and social alienation during COVID-19 and that higher levels of social support reduce the risk of depression and improve sleep quality during isolation (Grey et al., 2020). Health Econ. (2000) also found significant positive relationships among school social support and teacher support and students interpersonal assistance and academic achievement. Pychyl et al. Thus, interpersonal assistance plays an important mediating role in the relationship between teacher support and students positive emotions. The social functions of positive emotions. Dont stand at the front of the classroom. Spread the loveThe student/teacher relationship must always be treated with care. 98:917. doi: 10.1037/a0018017, Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., and Podsakoff, N. P. (2003). Impact of Using Technology on Teacher-Student 88:879. doi: 10.1037/0021-9010.88.5.879, Propper, C., Rigg, J., and Burgess, S. (2007). (2016) and from what we have previously described in Section 3.2, we still set them as control variables to reduce the bias of estimation due to omitted variables. The role of chain intermediaries and the path coefficient. Impact Cohen, S., and Wills, T. A. Key findings, About the Health Behaviour in School-aged Children (HBSC) study. Encourage teamwork. Results: Teacher support positively predicted positive emotions (=0.302, p<0.001) and interpersonal assistance (=0.170, p<0.001), while procrastination behavior negatively predicted interpersonal assistance (=0.161, p<0.001) and positive emotions (=0.088, p<0.01). In the. In addition, it has been shown that interpersonal assistance helps enhance the role of teacher support and further improve students positive emotions (Wentzel et al., 2017). Mobile instant messaging (MIM) has become the most popular means for young people to communicate. (2003). More specifically, a high level of interpersonal assistance means the ability to obtain external support through the assistance of others during adverse situations. The findings also point to a strong link between prolonged school closures and increased school pressure, with every 100 days of closure leading to a 74% rise in the likelihood of experiencing school pressure. Educ Psychol. Classroom communication 4. 40, 902912. 2, 246249. Finally, a total of 788 questionnaires were distributed, and 778 questionnaires were collected. doi: 10.1111/spc3.12011, Sirois, F. M., Yang, S., and van Eerde, W. (2019). doi: 10.1016/S0191-8869(02)00326-4, Sirois, F., and Pychyl, T. (2013). The direct effect of teacher support and the mediating role of interpersonal assistance had a greater effect. The fourth type of negative and improper teacher-student relationship emerges when teachers get involved in sexual relationships with students. doi: 10.1111/j.1745-3992.2007.00099.x, Liu, R. D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., et al. 10:1282. doi: 10.3389/fpsyg.2019.01282, Watson, D., Clark, L. A., and Tellegen, A. For a successful learning and understanding of the students or we should clarify meaning of communication and its effects on peoples lives and also education that is major concept on the basis of structured society. At the same time, procrastination behavior and interpersonal assistance have different mediating roles, which together amplify the relationship between teacher support and positive emotions. Dev. J. Table 1. Positive emotions, on the other hand, are subjective emotional experiences that are acquired as individuals interests and needs are met, which is a positive psychological resource. Individ. Educ. United Kingdom of Great Britain and Northern Ireland, Healthier behaviours: incorporating behavioural and cultural insights, Centralized information system for infectious diseases (CISID), Policy & Governance f. Health through the Life Course, New WHOHBSC data shed light on COVID-19 pandemic's effects on children and adolescents. Webeducational technology in the learning process. J. Int. 38, 316. Even more concerning, test-score gaps between students in low-poverty and high-poverty elementary schools grew by approximately 20% in math (corresponding to 7, 451477. In other words, teacher support can, in practice, not only work on positive emotions through procrastination behavior and interpersonal assistance alone but also be effective in reducing the procrastination behavior of higher vocational students to increase their level of interpersonal assistance, therefore enhancing their positive emotions. 101, 115135. 9:809. doi: 10.3389/fpsyg.2018.00809, Coffman, D. L., and Gilligan, T. D. (2002). The third is the five-year system, which involves higher vocational colleges and secondary vocational schools cooperating to recruit junior secondary school graduates and provide joint training. In general, the adoption of self-report methods for data collection may lead to common method bias effects; therefore, drawing on previous studies (MacKenzie and Podsakoff, 2012), we controlled for common method bias in advance by excluding subjectivity, emphasizing confidentiality, ensuring subject anonymity, and posing positive and negative questions. 2nd ed (Oxford: Oxford University Press), 1324. Emotion regulation difficulties and academic procrastination. 8, 454458. doi: 10.1016/j.tsc.2012.07.004, Diener, E., Thapa, S., and Tay, L. (2020). As a form of positive emotional feedback and positive support, teacher support can help higher vocational students adjust their self-regulation strategies so that they can face tasks in life and learning with a positive mindset and have positive emotional experiences. In China, there are three types of students who enter higher vocational colleges: first, general high school students, who enter higher vocational colleges through the NUEC. Moreover, higher vocational colleges should provide a supportive educational environment by training teachers on how to support students so that teachers can be more targeted in supporting higher vocational students to enhance their positive emotions. Communication Between Table 5. Introduction to mediation, moderation, and conditional process analysis. We used SPSS 26.0 for data analysis, which included correlation analysis, regression analysis and bootstrap-mediated effects tests. Teacherstudent relationship Path analysis allows for the modeling of structural relationships among observed (latent) variables (Lei and Wu, 2007). The research can provide an important reference for decision making in emotional management and interventions by administrators of higher vocational colleges. Additionally, teachers in higher vocational colleges can also conduct seminars on emotional awareness experiences, mental health education and group building in classes according to the actual situation, which will increase higher vocational students awareness of positive emotions and help them realize the importance of positive emotions. Pairwise multiple comparisons in the unequal variance case. Pekrun et al. Educ. doi: 10.1037/emo0000178, Pekrun, R., Elliot, A. J., and Maier, M. A. 75, 796800. What types or forms of communications and interactions between students and teachers are to improve student learning? (PDF) Teacher Communication Behavior: Its Impact to the In summary, positive emotions have a significant impact on individuals lives, not only in terms of promoting family harmony and individual health but also in terms of increasing employee productivity. Sirois (2004) showed that teacher support and self-efficacy had a negative effect on reducing procrastination. Conclusion: The study deeply explored the effects of Child Indic. 37, 157167. The research aims to analyze the advantages of using an instant messaging application in the communication between teachers and students to solve questions in a programming course. J. Coll. Initiatives can include workshops on effective communication strategies, stress management, conflict resolution techniques, and resources on child development and mental health. Teacher-student relationships are vital for academic and social development of students, for teachers professional and personal development, and for having a supportive learning environment. It indicates that we could take measures to simultaneously reduce procrastination behavior and increase interpersonal assistance, which in turn improves the positive emotions of higher vocational students. 33, 915931. Table 4. The Impact of Communication Between Teachers and 9:464. doi: 10.3389/fpsyg.2018.00464, Wang, M. T., and Eccles, J. S. (2012). Harnessing the power of sibling relationships as a tool for optimizing social-emotional development. Cohn, M. A., and Fredrickson, B. L. (2009). J. The results showed that (1) the direct effect of teacher support on positive emotions was significant (=0.302, t=8.541, p<0.001); (2) teacher support significantly and negatively predicted procrastination behavior (=0.207, t=5.539, p<0.001), and procrastination behavior also significantly and negatively predicted positive emotions (=0.088, t=2.473, p<0.01), which suggests that procrastination behavior mediates the relationship between teacher support and positive mood; and (3) teacher support significantly and positively predicted interpersonal assistance (=0.170, t=4.478, p<0.001), and interpersonal assistance significantly and positively predicted positive emotions (=0.279, t=7.844, p<0.001), indicating that interpersonal assistance mediated the relationship between teacher support and positive emotions. Procrastination behavior and interpersonal assistance are closely related, and more specifically, procrastination behavior can affect an individuals task completion time and schedule, thereby increasing the burden of interpersonal assistance and feelings of maladjustment. doi: 10.1080/01621459.1980.10477552, Fredrickson, B. L. (2004). 8:2288. doi: 10.3389/fpsyg.2017.02288, Lei, P. W., and Wu, Q. In other words, individuals choose to procrastinate when the need to repair current negative emotions outweighs the need to pursue long-term goals. That is, teacher support is crucial for students to successfully address procrastination behavior, and a lack of teacher support will increase the incidence of students procrastination behaviors (Codina et al., 2018). Psychol. Retail. Teachers should provide targeted guidance and support to students to help them remedy their learning deficits, improve their motivation and performance, and thus reduce the occurrence of procrastination. In instructional-learning contexts, the relationship between teacher verbal and non-verbal immediacy and student motivation has gained increasing attention. (2020) found that good levels of interpersonal assistance in adolescents promote positive expectations about the future, maintain a high level of self-concept, perceive satisfaction with life and experience more positive emotions. The study subjects were divided by demographic variables as follows (Table 2): (1) For gender, 28 (4.1%) were male and 648 (95.9%) were female.
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the impact of communication between teachers and students
