Fostering Students’ Well-Being: The Mediating Role of Teacher Interpersonal Behavior and Student-Teacher Relationships
Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the funct...
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| Veröffentlicht in: | Frontiers in psychology Jg. 12; S. 796728 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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04.01.2022
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| ISSN: | 1664-1078, 1664-1078 |
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| Abstract | Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the function of teachers has got specific consideration regarding students’ well-being, given the merits of teacher-student interactions. High-quality educator-learner relationships offer a support base for long-term learners’ education. Educator interpersonal behavior that makes learners feel supported and cared for is known as emotional support. These behaviors can help learners’ emotional and social needs; meet learners’ families, and being available when learners need additional help. This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students’ well-being. As a final point, this review can provide suggestions and recommendations for teaching participants in the scholastic context. |
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| AbstractList | Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the function of teachers has got specific consideration regarding students’ well-being, given the merits of teacher-student interactions. High-quality educator-learner relationships offer a support base for long-term learners’ education. Educator interpersonal behavior that makes learners feel supported and cared for is known as emotional support. These behaviors can help learners’ emotional and social needs; meet learners’ families, and being available when learners need additional help. This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students’ well-being. As a final point, this review can provide suggestions and recommendations for teaching participants in the scholastic context. Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the function of teachers has got specific consideration regarding students' well-being, given the merits of teacher-student interactions. High-quality educator-learner relationships offer a support base for long-term learners' education. Educator interpersonal behavior that makes learners feel supported and cared for is known as emotional support. These behaviors can help learners' emotional and social needs; meet learners' families, and being available when learners need additional help. This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students' well-being. As a final point, this review can provide suggestions and recommendations for teaching participants in the scholastic context.Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the function of teachers has got specific consideration regarding students' well-being, given the merits of teacher-student interactions. High-quality educator-learner relationships offer a support base for long-term learners' education. Educator interpersonal behavior that makes learners feel supported and cared for is known as emotional support. These behaviors can help learners' emotional and social needs; meet learners' families, and being available when learners need additional help. This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students' well-being. As a final point, this review can provide suggestions and recommendations for teaching participants in the scholastic context. |
| Author | Zheng, Fang |
| AuthorAffiliation | 1 School of Humanities, Tongji University , Shanghai , China 2 College of Information, Shanghai Ocean University , Shanghai , China |
| AuthorAffiliation_xml | – name: 1 School of Humanities, Tongji University , Shanghai , China – name: 2 College of Information, Shanghai Ocean University , Shanghai , China |
| Author_xml | – sequence: 1 givenname: Fang surname: Zheng fullname: Zheng, Fang |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/35058857$$D View this record in MEDLINE/PubMed |
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| Keywords | learner-teacher relations student-teacher relationships learners’ education student’ well-being teacher interpersonal behavior |
| Language | English |
| License | Copyright © 2022 Zheng. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). 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. No use, distribution or reproduction is permitted which does not comply with these terms. |
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| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 ObjectType-Review-3 content type line 23 Edited by: Ali Derakhshan, Golestan University, Iran Speciality Section:This article was submitted to Positive Psychology, a section of the journal Frontiers in Psychology Reviewed by: Ling Cheng, Anhui University of Chinese Medicine, China; Reza Bagheri Nevisi, University of Qom, Iran |
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