Impact of Teacher-Student Relationship on Motivation levels & Academic Performance in Learning Chinese as a Second Language among Pakistani Students
Keywords:
TSR; Second Language Acquisition; Academic Achievement; Motivation
Abstract
The purpose of this study was to examine the effect of Teacher Student Relationship (TSR) on Pakistani students' motivation and academic performance in a Chinese as a Second Language class. The sample of the study consists of 80 Chinese-language elementary school students. A total of three research questions and hypotheses were used in the study. A pre-post-test design was used to achieve the objectives of the study in which special treatment was given to the experimental group, whereas no treatment was given to the control group. SPSS was used as a statistical tool to examine the results of the present research. The results of the study proved the effectiveness of TSR in improving students’ motivation and academic achievement, as the experimental group showed a better performance in the post-test than the control group. Moreover, the correlation test results indicated a positive significant relation between the TSR, academic performance, and student motivation.
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References
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9. Cazden, C. B. (2001). Classroom discourse the language of teaching and learning.
10. Cooper, K. S., & Miness, A. (2014). The co-creation of caring TSR: Does teacher understanding matter? High School Journal, 97(4), 264-290.
11. Cornelius-White, J. (2007). Learner-centered TSR are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.
12. Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in second language learning and teaching, 8(1), 21-45.
13. Eccles, J.S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review Psychology, 53, 109-32.
14. Elsayir, H. A. (2014). Comparison of precision of systematic sampling with some other probability samplings. American Journal of Theoretical and Applied Statistics, 3(4), 111-116.
15. Fan, W. & Williams, C. M. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement, and intrinsic motivation, Educational Psychology, 30(1), 53–74
16. Friedman, I. A. (2013). Classroom management and teacher stress and burnout. In Handbook of classroom management (pp. 935-954). Routledge.
17. Gehlbach, H., Brinkworth, M., & Harris, A. (2012). Changes in TSR. British Journal of Educational Psychology, 82, 690-704.
18. Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19(4), 405–427.
19. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.
20. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.
21. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
22. Hamre, B. K., & Pianta, R. C. (2006). Student–teacher relationships. I GG Bear & KM Minke (Eds.), Children’s needs III: Development, prevention, and intervention (s. 59–71).
23. Hughes J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher-student support, effortful engagement, and achievement: A three-year longitudinal study. Journal of Educational Psychology, 100(1), 1–14.
24. Hughes, J. N., Wu, J., Kwok, O., Villarreal, V., & Johnson, A. Y. (2012). Indirect effects of child reports of TSR on achievement. Journal of Education Psychology, 104(2), 350-365.
25. Hughes, J., & Kwok, O. M. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades. Journal of educational psychology, 99(1), 39-51.
26. Hussain, N., Nawaz, B., Nasir, S., Kiani, N., & Hussain, M. (2013). Positive teacher-student relationship and teachers’ experience: A teacher’s perspective. Global Journal of Management and Business Research Interdisciplinary, 13(3), 1-4.
27. Jiang, Y., & Dewaele, J.-M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13e25.
28. Juvonen, J. (2006). Sense of Belonging, Social Bonds, and School Functioning.
29. Khan, I. A. (2011). An analysis of learning barriers: The Saudi Arabian context. International Education Studies, 4(1), 242-247.
30. Leu, E. (2004). Developing a positive environment for teacher quality. US: EQUIP, 1-8.
31. Liu, Q., Ba, S., Huang, J., Wu, L. & Lao. C. (2017). A Study on Grouping Strategy of Collaborative Learning Based on Clustering Algorithm. International Conference on Blended Learning: Blended Learning. New Challenges and Innovative Practices (pp. 284-294).
32. Luz, F. D. (2015). The relationship between teachers and students in the classroom: communicative language teaching approach and cooperative learning strategy to improve learning. Bridgewater State University.
33. Maulana, R., Opdenakker, M., Stroet, K., & Bosker, R. (2013). Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: A multilevel growth curve analysis. Journal of Youth and Adolescence, 42(9), 1348-71.
34. Morris, A. S., John, A., Halliburton, A. L., Morris, M. D. S., Robinson, L. R., Myers, S. S., Aucoin, K. J., Keyes, A. W., Terranova, A. (2013). Effortful control, behavior problems, and peer relations: What predicts academic adjustment in kindergartners from low-income families? Early Education and Development, 24(6), 813–828.
35. Nugent, T. T. (2009). The impact of teacher-student interaction on student motivation and achievement.
36. O’Connor, E. & McCartney, K. (2007). Examining Teacher-Child Relationships and Achievement as Part of an Ecological Model of Development. American Educational Research Journal. 44(22), 340-369.
37. Pavelescu, L. M., & Petric, B. (2018). Love and enjoyment in context: Four case studies of adolescent EFL learners. Studies in Second Language Learning and Teaching, 8, 73e101.
38. Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.
39. Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal, 45(2), 365-397.
40. Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). TSR and engagement: conceptualizing, measuring and improving the capacity of classroom interactions. Handbook of research on student engagement, 365-386
41. Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher–child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312.
42. Reddy, R., Rhodes, J. E., & Mulhall, P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15(1), 119-138.
43. Rimm- Kaufman, S. & Sandilos, L. (2012). Improving students' relationships with teachers to provide essential supports for learning.
44. Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529.
45. Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective TSR on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.
46. Roorda, D.L., Koomen, H.M.Y., Spilt, J.L., & Oort, F.J. (2011). The Influence of Affective TSR on Students’ School Engagement and Achievement: A Meta-Analytic Approach. Review of Educational Research, 81(4), 493-529.
47. Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment and Human Development, 14(3), 213–231.
48. Saito, K., Dewaele, J.-M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68.
49. Silver, R., Measelle, J., Amstrong, J., & Essex, M. 2005. Trajectories of Classroom Externalizing Behaviour: Contributions of Child Characteristics, Family Characteristics, and the Teacher-Child Relationships during Transitions. Journal of School Psychology. 43, 39-50.
50. Skinner, E., & Greene, T. (2008). Perceived control, coping and engagement. Dalam Thomas L. Good (Ed.). 21st Century Education: A Reference Handbook (pp. 121-130).
51. Spilt, J. L., Hughes, J. N., Wu, J. Y., & Kwok, O.M. (2012). Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children’s academic success. Child Development, 83(4), 1180- 1195.
52. Spilt, J. L., Koomen, H. M., Y., & Thijs, J. T. (2011). Teacher well-being: The importance of TSR. Educational Psychology Review, 23(4), 457-477.
53. Swan, J. (2016). Learn Chinese: A Guide to Learning the Basics of a New Language. CreateSpace Independent Publishing Platform.
54. Varga, M. (2017). The effect of TSR on the academic engagement of students. Goucher College.
55. Wilson, B. J., Petaja, H., Mancil, L. (2011). The attention skills and Grade achievement of aggressive/rejected and low aggressive/popular children. Early Education and Development, 22(6), 907–930.
56. Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior & Personality: An International Journal, 30, 485–494.
2. Aziz, Z. & Hossain, M. A. (2010). A comparison of cooperative learning and conventional teaching on students’ achievement in secondary mathematics. Procedia Social and Behavioral Sciences, 9, 53-62.
3. Bernstein-Yamashiro, B. & Noam, G. (2013). TSR: A growing field of study. New Directions for Student Leadership, 2013(137), pp. 15-26.
4. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79.
5. Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934–946.
6. Birch, S.H., Ladd, G.W. (1998). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934-946.
7. Boynton, M. & Boynton, C. (2005). Developing positive TSR. In Educator's Guide to Preventing and Solving Discipline Problems.
8. Camp, M. D. (2011). The power of TSR in determining student success. University of Missouri.
9. Cazden, C. B. (2001). Classroom discourse the language of teaching and learning.
10. Cooper, K. S., & Miness, A. (2014). The co-creation of caring TSR: Does teacher understanding matter? High School Journal, 97(4), 264-290.
11. Cornelius-White, J. (2007). Learner-centered TSR are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.
12. Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in second language learning and teaching, 8(1), 21-45.
13. Eccles, J.S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review Psychology, 53, 109-32.
14. Elsayir, H. A. (2014). Comparison of precision of systematic sampling with some other probability samplings. American Journal of Theoretical and Applied Statistics, 3(4), 111-116.
15. Fan, W. & Williams, C. M. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement, and intrinsic motivation, Educational Psychology, 30(1), 53–74
16. Friedman, I. A. (2013). Classroom management and teacher stress and burnout. In Handbook of classroom management (pp. 935-954). Routledge.
17. Gehlbach, H., Brinkworth, M., & Harris, A. (2012). Changes in TSR. British Journal of Educational Psychology, 82, 690-704.
18. Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19(4), 405–427.
19. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.
20. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.
21. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
22. Hamre, B. K., & Pianta, R. C. (2006). Student–teacher relationships. I GG Bear & KM Minke (Eds.), Children’s needs III: Development, prevention, and intervention (s. 59–71).
23. Hughes J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher-student support, effortful engagement, and achievement: A three-year longitudinal study. Journal of Educational Psychology, 100(1), 1–14.
24. Hughes, J. N., Wu, J., Kwok, O., Villarreal, V., & Johnson, A. Y. (2012). Indirect effects of child reports of TSR on achievement. Journal of Education Psychology, 104(2), 350-365.
25. Hughes, J., & Kwok, O. M. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades. Journal of educational psychology, 99(1), 39-51.
26. Hussain, N., Nawaz, B., Nasir, S., Kiani, N., & Hussain, M. (2013). Positive teacher-student relationship and teachers’ experience: A teacher’s perspective. Global Journal of Management and Business Research Interdisciplinary, 13(3), 1-4.
27. Jiang, Y., & Dewaele, J.-M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13e25.
28. Juvonen, J. (2006). Sense of Belonging, Social Bonds, and School Functioning.
29. Khan, I. A. (2011). An analysis of learning barriers: The Saudi Arabian context. International Education Studies, 4(1), 242-247.
30. Leu, E. (2004). Developing a positive environment for teacher quality. US: EQUIP, 1-8.
31. Liu, Q., Ba, S., Huang, J., Wu, L. & Lao. C. (2017). A Study on Grouping Strategy of Collaborative Learning Based on Clustering Algorithm. International Conference on Blended Learning: Blended Learning. New Challenges and Innovative Practices (pp. 284-294).
32. Luz, F. D. (2015). The relationship between teachers and students in the classroom: communicative language teaching approach and cooperative learning strategy to improve learning. Bridgewater State University.
33. Maulana, R., Opdenakker, M., Stroet, K., & Bosker, R. (2013). Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: A multilevel growth curve analysis. Journal of Youth and Adolescence, 42(9), 1348-71.
34. Morris, A. S., John, A., Halliburton, A. L., Morris, M. D. S., Robinson, L. R., Myers, S. S., Aucoin, K. J., Keyes, A. W., Terranova, A. (2013). Effortful control, behavior problems, and peer relations: What predicts academic adjustment in kindergartners from low-income families? Early Education and Development, 24(6), 813–828.
35. Nugent, T. T. (2009). The impact of teacher-student interaction on student motivation and achievement.
36. O’Connor, E. & McCartney, K. (2007). Examining Teacher-Child Relationships and Achievement as Part of an Ecological Model of Development. American Educational Research Journal. 44(22), 340-369.
37. Pavelescu, L. M., & Petric, B. (2018). Love and enjoyment in context: Four case studies of adolescent EFL learners. Studies in Second Language Learning and Teaching, 8, 73e101.
38. Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.
39. Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal, 45(2), 365-397.
40. Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). TSR and engagement: conceptualizing, measuring and improving the capacity of classroom interactions. Handbook of research on student engagement, 365-386
41. Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher–child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312.
42. Reddy, R., Rhodes, J. E., & Mulhall, P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15(1), 119-138.
43. Rimm- Kaufman, S. & Sandilos, L. (2012). Improving students' relationships with teachers to provide essential supports for learning.
44. Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529.
45. Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective TSR on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.
46. Roorda, D.L., Koomen, H.M.Y., Spilt, J.L., & Oort, F.J. (2011). The Influence of Affective TSR on Students’ School Engagement and Achievement: A Meta-Analytic Approach. Review of Educational Research, 81(4), 493-529.
47. Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment and Human Development, 14(3), 213–231.
48. Saito, K., Dewaele, J.-M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68.
49. Silver, R., Measelle, J., Amstrong, J., & Essex, M. 2005. Trajectories of Classroom Externalizing Behaviour: Contributions of Child Characteristics, Family Characteristics, and the Teacher-Child Relationships during Transitions. Journal of School Psychology. 43, 39-50.
50. Skinner, E., & Greene, T. (2008). Perceived control, coping and engagement. Dalam Thomas L. Good (Ed.). 21st Century Education: A Reference Handbook (pp. 121-130).
51. Spilt, J. L., Hughes, J. N., Wu, J. Y., & Kwok, O.M. (2012). Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children’s academic success. Child Development, 83(4), 1180- 1195.
52. Spilt, J. L., Koomen, H. M., Y., & Thijs, J. T. (2011). Teacher well-being: The importance of TSR. Educational Psychology Review, 23(4), 457-477.
53. Swan, J. (2016). Learn Chinese: A Guide to Learning the Basics of a New Language. CreateSpace Independent Publishing Platform.
54. Varga, M. (2017). The effect of TSR on the academic engagement of students. Goucher College.
55. Wilson, B. J., Petaja, H., Mancil, L. (2011). The attention skills and Grade achievement of aggressive/rejected and low aggressive/popular children. Early Education and Development, 22(6), 907–930.
56. Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior & Personality: An International Journal, 30, 485–494.
Published
2023-04-29
How to Cite
Nawaz, N. (2023). Impact of Teacher-Student Relationship on Motivation levels & Academic Performance in Learning Chinese as a Second Language among Pakistani Students. European Scientific Journal, ESJ, 19(10), 17. https://doi.org/10.19044/esj.2023.v19n10p17
Section
ESJ Social Sciences
Copyright (c) 2023 Nimra Nawaz
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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