What to expect when dating a law student
Motivation may play a key role in the relationship between teacher-student relationships and academic outcomes (Bandura, 1997; Fan & Willams, 2010; Pajares & Graham, 1996; Ryan, Stiller, & Lynch, 1994; Wentzel, 2003; Zimmerman, Bandura, & Martinez-Pons, 1992).Motivational theorists suggest that students’ perception of their relationship with their teacher is essential in motivating students to perform well (Bandura, 1997; Fan & Willams, 2010; Pajares & Graham, 1996; Ryan, Stiller, & Lynch, 1994; Wentzel, 2003; Zimmerman, Bandura, & Martinez-Pons, 1992).There is substantial research on the importance of teacher-student relationships in the early elementary years (Pianta, 1992; Hamre & Pianta 2001).However, little is known about the effects of teacher-student relationships on high school students.Through this secure relationship, students learn about socially appropriate behaviors as well as academic expectations and how to achieve these expectations (Hamre & Pianta, 2001).Students in low-income schools can especially benefit from positive relationships with teachers (Murray & Malmgren, 2005).
Teachers who support students in the learning environment can positively impact their social and academic outcomes, which is important for the long-term trajectory of school and eventually employment (Baker et al., 2008; O’Connor et al., 2011; Silver et al., 2005).When teachers form positive bonds with students, classrooms become supportive spaces in which students can engage in academically and socially productive ways (Hamre & Pianta, 2001).Positive teacher-student relationships are classified as having the presence of closeness, warmth, and positivity (Hamre & Pianta, 2001).In one intervention study that aimed to increase positive relationships between low-income high school students and their teachers, results showed that students who participated in the intervention significantly improved their GPA over the course of five months (Murray & Malmgren, 2005).Such research shows that positive teacher-student relationships can improve academic skills in students as early as middle school and as late as high school (Midgley et al., 1989; Murray & Malmgren, 2005).Thus, positive relationships with teachers are important in supporting higher levels of self-esteem, higher academic self-efficacy, and more confidence in future employment outcomes (Ryan et al., 1994; Wentzel, 2003). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting.Self-confidence and future aspirations have a significant impact on students’ interest in school, their academic self-efficacy and in turn, their academic achievement (Wentzel, 2003). American Educational Research Journal, 29(3), 663-676. In addition to positive teacher-student relationships, students’ motivation to learn is another factor that influences social and academic outcomes.A possible reason for the association between academic improvement and positive teacher-student relationships is students’ motivation and desire to learn (Wentzel, 1998).Students who have positive relationships with their teachers use them as a secure base from which they can explore the classroom and school setting both academically and socially, to take on academic challenges and work on social-emotional development (Hamre & Pianta, 2001).This includes, relationships with peers, and developing self-esteem and self-concept (Hamre & Pianta, 2001).