The Role of Teacher-Student Relationships in the Promotion of Student Wellbeing
Abstract
With the development of the economy, people’s spiritual needs have gained greater attention, in which wellbeing is one of the most important related factor. And many schools have been made efforts to promote student wellbeing (SW), such as improving the quality of school design and an enhanced understanding of the complexity of teachers’ roles (Dudek, 2000; Woolner et al., 2010).References
[1] Cahill, H., Beadle, S., Farrelly, A., Forster, R., & Smith, K. (2014). Building resilience in children and young people. The University of Melbourne.
[2] Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American psychologist, 55(1), 34. https://doi.org/10.1037/0003-066x.55.1.34
[3] Drugli, M. B. (2013). How are closeness and conflict in student–teacher relationships associated with demographic factors, school functioning and mental health in Norwegian schoolchildren aged 6–13?. Scandinavian Journal of Educational Research, 57(2), 217-225. https://doi.org/10.1080/00313831.2012.656276
[4] Dudek, M. (2000). The educational curriculum and its implications. In Dudek. M (Eds.), Architecture of schools: The new learning environments. Routledge (41-71). Architectural Press.
[5] 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. https://.doi.org.10.1111/1467-8624.00301
[6] Holfve-Sabel, M. (2014). Learning, Interaction and Relationships as Components of Student Well-being: Differences Between Classes from Student and Teacher Perspective. Social Indicators Research, 119(3), 1535-1555. https://doi.org/10.1007/s11205-013-0557-7
[7] 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. https://doi.org/10.1037/0022-0663.99.1.39
[8] Jamal, F., Fletcher, A., Harden, A., Wells, H., Thomas, J., & Bonell, C. (2013). The school environment and student health: a systematic review and meta-ethnography of qualitative research. BMC public health, 13(1), 1-11. https://10.1186/1471-2458-13-798
[9] Jennings, P., & Greenberg, M. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
[10] Kidger, J., Araya, R., Donovan, J., & Gunnell, D. (2012). The effect of the school environment on the emotional health of adolescents: a systematic review. Pediatrics, 129(5), 925-949. https://doi.org/10.1542/peds.2011-2248
[11] Roorda, D., Koomen, H., Spilt, J., & Oort, F. (2011). The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement. Review of Educational Research, 81(4), 493-529. https://doi.org/10.3102/0034654311421793
[12] van Petegem, K., Aelterman, A., Van Keer, H., & Rosseel, Y. (2008). The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing. Social indicators research, 85(2), 279-291. https://10.1007/s11205-007-9093-7
[13] Woolner, P., Clark, J., Hall, E., Tiplady, L., Thomas, U., & Wall, K. (2010). Pictures are necessary but not sufficient: Using a range of visual methods to engage users about school design. Learning Environments Research, 13(1), 1-22. https://doi.org/10.1007/s10984-009-9067-6
[14] Wulanyani, N., & Vembriati, N. (2017). What Factors Influence Well-being of Students on Performing Small Group Discussion?. Journal of Physics: Conference Series, 953, 012004. https://doi.org/10.1088/1742-6596/953/1/012004
Authors contributing to this journal agree to publish their articles under the Creative Commons Attribution-Noncommercial 4.0 International License, allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear. With this license, the authors hold the copyright without restrictions and are allowed to retain publishing rights without restrictions as long as this journal is the original publisher of the articles.
