How Teacher and Students Relationships Affects Student Motivation in the Classroom - Literature review Example

How Teacher Relationships affects Motivation in the room Teachers are disseminators of knowledge and are required to use the most appropriate strategy to do so. This study endeavors to establish the influence of the student/teacher relationship in motivating the student. The study takes a literature review approach, it has incorporated diverse literature in order to bring forth studies carried out by different researchers. The literature seems to indicate that students can be highly motivated in academic achievement when teachers create a positive environment, where students feel valued not only by their teacher but also by their peers. The studies indicate the importance of positive student-teacher relationships as a major factor of long-term mastery learning for students. Introduction The learning environment predicts the student’s capacity to learn. A conducive learning environment depicts a healthy teacher/student relationship. Research has been done resulting to development of various theories of learning that foster a good environment for learning. Various aspects including the teacher’s perception towards them as well as that of their peers motivate students. Creating a good relationship between the student and the teacher requires the effort and input from both parties. However, it is the role of the teacher to develop a psychological perspective that will facilitate the teacher’s approachability to the student. In order to understand the effectiveness that teachers can demonstrate in motivating students, this paper presents a review of literature on this topic. It will also focus on the implications of the motivations towards learning mastery and academic excellence. This research shall be guided by the following research questions; What are the strategies that teachers find effective to use in motivating their students? What is the relationship between positive teacher-motivation and student academic excellence? How can administrators, teachers, and school counselors promote a positive atmosphere in the classroom using preventive and intervention measures? Key Terms: Student motivation, classroom teaching, student-teacher relationships, affect, self-efficacy, learning goals, performance Literature Review Motivation is a key component of academic performance. Students that are motivated to learn are seen to do better in class than those that are not motivated. The motivations by the students can come mainly from their environment, which stirs an intrinsic passion to excel in their academics. Academic motivation is associated with beliefs, goals, and values that a student upholds. The capacity to hold these aspects is influenced by the people they interact with, mainly the teachers because they spend their biggest amount of time with them. Motivation makes the students to develop a positive attitude towards learning; they perceive it as valuable and are capable of enjoying learning activities. Unmotivated students have been shown to exhibit low performance (Rowell & Eunsook, 2013). One of the strategies that educators can develop in order to develop a good relationship with the students and among themselves is through group counselling. Through intervention by the teacher, the group is facilitated to understand their needs hence the experiences keep the students motivated. On the other hand, when a student develops a feeling that the teacher keeps on track with their academic achievement, they will feel motivated to perform better. A close teacher/student relationship facilitates the realization by the teacher of the issues related to family or academic background hence the teacher is capable of assisting them appropriately. For effectiveness in addressing students’ issues as well as developing relationships with students, the teachers are required to depict some values, such as being patient, caring, accommodative, good communicators and good planners. In order to understand the relationship between student motivation, various methods of establishing motivation should be put into perspective. Most of the studies developed to demonstrate student motivation have focused mainly on the self-report methodology. Apart from this strategy, other methods can be applied in demonstrating student motivation. Motivation is a composite aspect that involves cognitive, social, behavioral, and physiological dimensions. The self-report methodology has been widely applied in the horizontal comparison of results. Alternative strategies that can be applied in elucidating the extent of motivation to students’ relationships with teachers include; phenomenological approach, and neuropsychological approach (Fulmer & Frijters, 2009). Through the way a teacher presents themselves before students plays a critical role in whether the students will be motivated to learn or not. Davis (2006) developed a study to establish how the relationship quality between teachers and students can effect students’ motivation and academic achievement. Through a case study, he established theories based on motivation, attachment, and sociocultural perspectives. He used a sample size of six teachers and six students. The teachers selected are the ones that had a good relationship with the students. The study established that the teachers that had a good sense of humor in class and they had a positive attitude. These facilitated the creation of a conducive learning environment that left the students motivated to learn the particular subject that the teacher addressed. In this scenario, there are limited conflicts hence the students are free to learn. In addition, students develop the capacity to handle relationships with fellow peers and the teachers. Such a relationship promotes knowledge sharing and hence the students are able to effectively approach their teachers and fellow students for any academic engagement. The development of a good working relationship between the teacher and the students has been seen to create a learning culture. This culture creates an environment where the students and the teacher are capable of sharing their minds freely. In Davies (2006) research, students were more likely to have a positive relationship with teachers who shared personal experiences such as their personal family information. In addition, students were more likely to have a positive relationship with their teachers when they felt respected by their teachers in the way their teachers spoke to them. The role of the teachers in influencing the peer environment, learning goals, and future goals plays a vital role in motivating students. Handre and Sulliva (2008) found out that the perception by the teachers of the students played a role in motivating them. Then the teachers perceive the student to be on the right, and then the student is likely to become positive. The study established that the instilment of efficacy and support to the students promoted better performance. In addition, the peer environment played a role in the motivation of the students in relation to the perceptions of the teachers. Through the study it was also established that the teachers required administrative support, and professional development in order to handle the students motivational needs effectively. However, it was clearly demonstrated that the teacher’s relationship with the student played contributed to their performance. Some research has demonstrated a weak correlation of teacher’s perceptions of students’ motivation and the teachers’ interpersonal or social style. There was a strong correlation between teachers’ perceptions of student motivation and causes of lack of motivation are home and aspirations and futures. Researchers found that when teachers feel supported and effective they are more likely to have motivating strategies in the classroom. The authors also found that teachers’ perceptions of student goals and causes of lack of motivation were not good predictors of students being motivated to learn. Teachers admitting not knowing more effective ways to motivating their students demonstrated a lower level of performance compared to their counterparts (Handre and Sulliva, 2008). Teacher’s emotions play a significant role in motivating learners. The emotions that the teacher directs to the learners have been found to influence the learner’s capacity to get information has well as the capacity to feel motivated to learn. Meyer and Turner (2002) have been able to establish that teachers that are supportive to students in the classroom produce positive motivation towards learning goals. These result to improved motivation lasting for days. Therefore, teachers are very important in determining the performance that is exhibited by the students. The positive emotions that they depict form the basis of motivation for learning. The actions of a teacher are a good indicator of the beliefs, values, and practices that occur in a classroom. Positive affect has an influence on the student’s motivation while on the other hand negative affect influences their motivation too. The teacher’s affect are very important both at the cognitive as well as the interpersonal levels. The teacher’s enthusiasm, the love or information and their humor brings froth an interpersonal relationship with the students. The relationship between a teacher and a student plays a role in the student’s cognitive development. Students get not only to acquire knowledge but also exhibit cognitive development when they have a positive relationship with their teacher. This can be attributed to the ability to relate with the teacher’s way of doing things as opposed to that of peers. The social interactions with the teacher also lay a ground for interactions with fellow students in an efficient manner. A study on motivations, sociocultural attachments and studying attachments indicated that there is a positive correlation between motivation and the constant caring attitude by the teacher (Davies, 2003). This is further translated to the overall performance of the students. In addition, the students have the capacity to grow socially hence are able to have diverse approaches of interacting with people. The motivation exhibited by students can be influenced by the structures that are developed in a given classroom setting. It is the role of the educator to make the choice of the class structure in all aspects. This structure is seen to contribute to some of the intrinsic beliefs of a student (Ames, 1992). The ability of the child should not be the major focus in a classroom setting but of essence is the effort that they put in their work. The prevailing structure, including the teacher can be very influential in determining how a student will perform. The classroom experience varies across the students and is also dependent on the teacher. However, there is a bigger margin of variation when students are in different classes and have different teachers. The ability of the respective teachers to foster a positive relationship with their students contributes to a motivated classroom. In order for students to demonstrate mastery learning, the structures in a classroom are very important. Therefore, they should be designed. The impact of the academic risk taking theory, flow theory and goal theory in understanding the emotional attachment that exists between the student and the teacher is very important. According to Meyer and Turner (2006), the engagement of students in the learning process should be accompanied by a positive emotional experience. Such an experience cannot be achieved unless the teacher and the student are closely affiliated. The emotional tie creates an environment in the classroom that enhances the learning process. In order to be able to understand the entire concept of the emotional attachment of the teacher and the student in relation to their motivation in learning, cognitive, and motivational concepts requires to be used. Educators use various strategies to motivate students in order to exhibit a high academic excellence. The programs developed in an institution that focus on the welfare of an individual student as well as those that focus on the entire institution are very important in motivating student to achieve. The implementation of these programs remains the sole responsibility of the educators; therefore, they ought to develop relationship with the students for them to be receptive to the programs. It is apparent that there are two types of goals that students pursue in school; academic achievement-related goals and social goals (Wigfield, & Wentzel, 2007). Promoting the student’s self-efficacy is a strategy that has demonstrated much success. Closeness between the students and the teacher facilitates promotion of self-efficacy. In addition, students tend to perform better when they get complements from their previous success and made to understand that the success was out of their own effort. The students are capable of learning from both the teacher’s words as well as their character. Self-efficacy is an important predictor of achievement. The choices made by the students in relation to the activities they engage with at school as well as the personality of the teacher that they deal with is a worthy consideration in evaluating student’s performance versus relationship with the teacher. One good example of a program that has facilitated the growth of the student/ teacher relationship hence improved performance is the Talent Development Middle School program that is implemented in urban schools. Effectiveness in learning and the ultimate performance is contributed by the friendships developed by the students as well as the peer interactions. The teacher has a role in facilitating the appreciation of a student by their peers. Through the classroom interactions, it is possible that a teacher will either promote a better self-image to the peers or sometimes destroy it. A good teacher/student relationship facilitates the creation of a positive peer environment. In this case, their peers esteem a fellow student hence they develop a high sense of self-efficacy and confidence. This makes them capable of confronting academic situations with confidence. Through the use of self-help reports, Nelson and DeBacker (2008), studied associations by students based on peer relationships and the achievements that were attained during a science class. Their findings clearly indicated that the adolescent students that perceived that they were valued and respected demonstrated a higher performance level. In addition, adaptive achievement motivation was also highly associated with the good quality friendships as well as having a best friend that valued academics. This indicates that the peers have a great role to play in the motivation of their fellow students. Creation of a conducive environment for friendship making, self-efficacy development and a sense of achievement by the students is facilitated by the teacher. A teacher that encourages harmony, a social, and a friendly environment will have the students learn to appreciate one another and find it easy to make friendships. Conclusion Motivation is a key aspect that drives the students to the achievement of results. There are various motivational theories that have been advanced and are widely used by educators to motivate their students. Studies conducted on motivation have indicated that the teacher has a very significant role in the motivation of their students. There are various methods that have been used in studying motivation among students, including; self-report methodology, phenomenological approach, and neuropsychological approach. The most widely used is the self-report methodology that allows the participants to give personal accounts. This research paper establishes that there exists a relationship between teacher/student relationship and performance. The emotional attachment that comes with the closeness between the teacher and the students facilitates them to acquire knowledge as well as remaining motivated. The engagement of the students in group activities as well as personal engagement also makes the students to be motivated. Motivation can also emanate from the mode in which the teacher presents himself or herself; this includes how they present their work, jovial and humorous teachers relate easily with their students. Teachers are also able to create a classroom culture, which greatly influences the perception of the students towards academic work. In addition, the perception of the teacher towards a student as well as that of fellow students influence the confidence of a student hence their self-efficacy. References Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. Retrieved from http://groups.jyu.fi/sporticus/lahteet/LAHDE_17.pdf Davis, H. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychology, 38(4), 207-234. Retrieved from file:///C:/Users/Microsoft/Downloads/Davis2003.pdf Davis, H. (2006). Exploring the contexts of relationship quality between middle schools students and teachers. The Elementary School Journal, 106(3), 193-223. Retrieved from http://eds.b.ebscohost.com/eds/detail?vid=3&sid=f3052baa-097a-4639-a173-807ec87c4298%40sessionmgr114&hid=105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=eric&AN=EJ750494 Fulmer, S., & Frijters, J. (2009). A Review of Self-Report and Alternative Approaches in the Measurement of Student Motivation. Educational Psychology Review, 21(3), 219-246. Retrieved from http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=e8753d46-4fd7-481c-b89e-05b89e46aa3b%40sessionmgr198&vid=2&hid=105 Hardre, P. L., & Sullivan, D. W. (2008). Teacher Perceptions and Individual Differences: How They Influence Rural Teachers Motivating Strategies. Teaching and Teacher Education: An International Journal Of Research And Studies, 24(8), 2059-2075. Retrieved from http://eds.b.ebscohost.com/eds/detail?sid=554f81e9-e006-4b21-b904-67e7450effe0%40sessionmgr114&vid=1&hid=105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=eric&AN=EJ809206 Meyer, D. K., & Turner, J. C. (2002). Discovering Emotion in Classroom Motivation Research. Educational Psychologist, 37(2), 107-114. Retrieved from http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=e7822d2e-c2df-468d-8170-74ddf3c8756e%40sessionmgr113&vid=1&hid=105 Meyer, D., & Turner, J. (2006). Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts. Educational Psychology Review, 18(4), 377-390. Retrieved from http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=7&sid=703cb3f4-1a07-46a7-bd14-18c0d7780cbd%40sessionmgr115&hid=105 Nelson, R., & DeBacker, T. K. (2008). Achievement Motivation in Adolescents: The Role of Peer Climate and Best Friends. Journal Of Experimental Education, 76(2), 170-189. Retrieved from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=a55ff1d1-686d-4956-a974-04b0483ce965%40sessionmgr4002&vid=4&hid=4213 Rowell, L., & Eunsook, H. (2013). ACADEMIC MOTIVATION: CONCEPTS, STRATEGIES, AND COUNSELING APPROACHES. Professional School Counseling, 16(3), 158-171. Retrieved from http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=9823c9d3-824a-4d39-b6f4-213686845237%40sessionmgr114&hid=105 Wigfield, A., & Wentzel, K. R. (2007). Introduction to Motivation at School: Interventions That Work. Educational Psychologist, 42(4), 191-196. Retrieved from http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=27692912-f478-4841-bfad-85b1afe372d4%40sessionmgr115&hid=105 Read More