The relationship between teacher support & students' feelings of learning: a meta-analysis.

The relationship between teacher support and students' feelings of learning: a meta-analysis.

This meta-analysis examines the relationship between teacher support and student sense of learning [both positive sense of learning (PAEs) and negative sense of education (NAEs)] and examines how student characteristics determine these relationships.  The results provided strong evidence of the support from teachers and the academic enthusiasm of the students. In addition, the culture, age, and gender of the students determined these relationships. The correlation between teacher support and NAE was stronger in Western European and American students than in East Asian students, while the association between teacher support and NAE was stronger in East Asian students than in Western European and American students. The association between teacher support and NAE was stronger in middle school students than in other students.

Introduction

Since students spend most of their time in school with their teachers, teacher support can be vital to students' academic progress, which includes not only learning outcomes but also impactful or emotional outcomes. Several experimental studies show that teachers support positive learning feelings (e.g. PAE, fun, interest, hope, pride and relief) and negative learning feelings (NAE fear, depression, shame, anger). , Anxiety, anger, and frustration), but the magnitude of their effects varies significantly between studies (Skinner et al. 2008 Mitchell and Della Mitra, 2011 King et al. 2016). Therefore, a systematic integration of the results of these studies is needed to better understand the relationship between teacher support and students' pedagogical feelings and the characteristics that determine this relationship. This meta-analysis solves this problem by examining 65 primary studies with 58,368 students. We'll start by explaining two key concepts: teacher support and learning empowerment.

Support teachers.

Self-determination and social support offer two definitions of teacher support. From the point of view of self-determination, it is clear that teachers help with learning (Skinner et al. 1987). According to Ryan and DC (2000), individuals act and act based on their own values, interests, and hobbies, but those who are close to them can influence their own feelings and motivations. There are three aspects to teacher support: support for autonomy, structure and inclusion. Supporting autonomy is about providing the student with choice, adjustment, or respect. Explain structural requirements and emergencies. Participation is warmth, love, devotion to resources, understanding or trust in the student (Skinner et al. 2008). Research demonstrating this definition of teacher support has shown that it can influence anxiety, depression, hope, and other feelings in students (Ready et al. 2003 Skinner et al.

 Tardy's (1985) comprehensive approach based on the social support framework defines teacher support as a teacher who provides informative, supportive, emotional, or clinical support to a student in any setting (Tardy, 1985). Keres Maleki and Kilpatrick Demary, 2002). Information support is advice or information in a specific content area. Tools help to provide resources such as money or time. Emotional support is love, trust, or sympathy. Diagnostic support provides diagnostic feedback to each student (Maliki and Elliott, 1999). Narrow-mindedness views teacher support only as support, trust, kindness, and an interest in the classroom environment (Fraser, 1998; Aldridge et al., 1999).
With the help of teachers, the relationship between the teacher and the student increases. In particular, teachers who help students show their care and concern for their students, these students often show that care and the teachers' respect by following the rules of the classroom. When teachers aggressively bully, blame, or discipline students, those students often show less concern for their teachers and less cooperative class behavior (Miller et al., 2000).

As might be expected from this change and the proliferation of definitions of teacher support, none of them explain the direct relationship between teacher support and students' pedagogical feelings leading to intervention and support. The dominant leverage becomes difficult to determine. Therefore, we are conducting meta-analyzes to integrate these different frameworks and to streamline the knowledge base in order to drive the growth of this area.

Educational feelings.

Educational emotions are related to the emotional experience of learning (and teaching), including happiness, frustration, anger, fear, and despair (Packer et al. 2002), which can affect student learning outcomes. Emotions are divided into two types: positive scholastic emotions (PAEs) and negative scholastic emotions (NAEs), but they don't join in beyond their limits. According to Pekrun et al. (2002) PAE encompasses peace, hope, joy, and pride, while NAE encompasses shame, fear, anger, anger, and despair. Other researchers found that PAE includes rest and contentment, or that NAE includes depression and fatigue (Dong and Yu, 2007; S. Sorik, 2007). PAE can include joy, pleasure, and other signals (Dong & Yu, 2007), while NAE can include danger, fear, and other emotions (Dong & Yu, 2007). Based on the literature, the present study describes PAEs as interest, hope, happiness, pride, calm, contentment, and serenity. and NAEs like shame, fear, anger, phobia, anger, depression, fatigue, and hopelessness. For a complete picture, both PAE and NAE should be included in the measurement of academic spirit.
Several experimental studies suggest that students with more teacher support have higher PAEs or lower NAE. In particular, students with more teacher support have more fun, interest, hope, pride, or comfort (PAE). or less fear, depression, shame, anger, fear, anger or hopelessness (NAE) (Ahmed et al. 2010 King et al.), as the effect sizes varied significantly in these studies (Skinner et al. 2008 King et al.) et al Weber et al is required to determine the clear link between teacher support and student sense of learning.
By reviewing previous experimental research on teacher help and student learning, we found that many of the effects were contradicting in size, suggesting that moderators might be causing these differences. In particular, we looked at the potentially liberal roles of the cultures, age and gender of students.
Potential mediators of communication between teacher support and students' pedagogical feelings.
Culture
Several studies have shown that culture can influence the relationship between teacher support and students' educational sentiments. Karagianidis et al. (2015) A study of Greek students showed a strong association between teacher support and the PAE indicator, but only a weak relationship between teacher support and the NAE indicator. In contrast, a study of Filipino students in King et al (2012) found a weak correlation between teacher support and PAE indicators, but a strong correlation between teacher support and NAE indicators.

Old

The relationship between teacher support and student feelings about learning may differ from the latter (Klemm and Connell, 2004; Ren Frenzel et al., 2007). For example, previous studies have found that the association between teacher support and PAE indicators is lowest in middle school students and highest in university students compared to elementary and high school students. (Aldridge et al. 2013 Li Liu et al.) Meanwhile, the association between teacher support and NAE indicators was strong for middle school students (Taylor, 2003. Hu Huang et al. 2010; Martinez et al., Consistent with these results) we go believe that age diminishes the relationship between teacher support and student sense of learning.

gender

Female students receive more teacher support than male students (Lutz, 1996b.Baumster and Sommer, 1997), and several experimental studies have found a gender difference in the relationship between teacher support and indicators of student academic sentiment . Based on these results, we hope that the educational attitudes of gender teachers and students will contribute to this.

learning goals

This meta-analysis of 65 studies analyzed the relationship between teacher support and the academic feelings of students (positive and negative) and their moderators. Specifically, this study examined: (a) the relationship between teacher support and student positive learning, (b) the relationship between teacher support and student positive learning, and (c) how they affect culture, age, or gender. communication

Looking for literature.

In order to help teachers and to find studies on the learning perception of students, we have been conducting a systematic literature search with the following electronic database since January 1994 (January 2016). Participation, care / fun, warmth, closeness, teacher enthusiasm, teacher support, learning environment, classroom environment, social support, child-teacher relationship) and feelings of learning (fear, pride), shame, success, interest, anger, depression, happiness, anger, hope (Fear, despair, positive affect, academic passion, negative affect, comfort, well-being). We received full-text versions of articles from libraries when they couldn't be found online, and limited ourselves to articles in English. We use the inclusion and exclusion criteria described in the following subsections for analysis and filtering.

Standard of exclusion from the literature.

We have included articles based on the following criteria: keywords described above, (d) including an explicit sample size, and (e) explicit reporting on the Pearson Product Momentum Correlation Coefficient (R) or the R or F value included in I is converted. After implementing the inclusion and exclusion criteria, 65 articles remained.

Coding

Characteristic coding was carried out in 65 test persons in order to facilitate the meta-analysis. We took into account the following variables: author and year of publication, proportion of male students, age, indicators of teacher support, indicators of academic sentiment, types of academic sentiment (PAE and NAE), number of students and conformity effects for standard teaching-related coding methods (see Table 1: The effect size of each independent sample was coded based on the independent sample, and separately if a study included several independent samples. Coded (b) for teacher support and learning mood. The relationship between the various indicators was coded separately (C) The relationship between the various indicators of teacher support and learning mood was coded separately (D) These data were used when an independent The sample provides characteristics of the sample, such as z) and (e) their importance when a study has several correlations between teacher support and Ler nfeelings showed.