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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Bibliographic Details
Published in:Frontiers in psychology Vol. 12; p. 796728
Main Author: Zheng, Fang
Format: Journal Article
Language:English
Published: Switzerland Frontiers Media S.A 04.01.2022
Subjects:
learner-teacher relations
learners’ education
Psychology
student-teacher relationships
student’ well-being
teacher interpersonal behavior
learner-teacher relations
student-teacher relationships
learners’ education
student’ well-being
teacher interpersonal behavior
ISSN:1664-1078, 1664-1078
Online Access:Get full text
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Summary: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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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
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2021.796728