Query: teachong autonomy teacher-student relationship

title: Relationship between perceived physical education teacher's autonomy support, teacher student relationship, and affection of middle and high school students

title: The essential role of the teacher student relationship in students' need satisfaction during adolescence
abstract: Based on Self Determination Theory, specifically the mini theory of Relationships Motivation Theory, the current paper aimed to examine the within and over time associations between students' perceived need satisfaction and their social relationships with peers and teachers during adolescence. The data stemmed from a large sample (N 1088; T1 Mage 13.70, SD 0.53; T2 Mage 14.86, SD 0.57) of German secondary school students, following a two wave longitudinal research design. Results of cross lagged panel analysis demonstrate a significant effect of a positive teacher student relationship at the beginning of the 8th grade on students' need satisfaction (competence, relatedness, autonomy) at the end of the 9th grade, whereby the association with autonomy perception is reciprocal. In contrast, there were no over time associations with students' perception of their student student relationships and their need satisfaction.

title: Student Flow and Burnout: The Role of Teacher Autonomy Support and Student Autonomous Motivation
abstract: Drawing on self determination theory and flow theory, the purpose of the present study was to explore the relationship between perceptions of autonomy supportive teacher behaviour, students' autonomous motivation, academic flow, and burnout in a university setting. More specifically, we tested the mediational role of both autonomous motivation and academic flow in the relationship between perceived teachers' behaviour (autonomy support) and student burnout. The sample consisted of 213 Croatian university students (70% female, mean age of 20 years) Four instruments were administered: the Learning Climate Questionnaire, the Self Regulation Questionnaire Academic Domain, the Wolf Study Questionnaire, and the Oldenburg Burnout Inventory S. The results of structural equation modelling indicated that students who perceived their teachers as providing more autonomy support experienced more autonomous learning motivation which, in turn, led to more frequent flow experiences in learning and subsequently to less burnout. The results are in line with both self determination theory and flow theory, with significant practical implications suggesting that teachers should support the satisfaction of students' needs for autonomy and facilitate students' academic flow in order to prevent student burnout.

title: Self silencing in school: failures in student autonomy and teacher student relatedness
abstract: Self silencing (Jack in Silencing the self: women and depression, Harvard University Press, Cambridge, 1991; Jack and Ali,  Ali (eds) Silencing the self across cultures: depression and gender in the social world, Oxford University Press, New York, 2010) the tendency to silence one's self expressions in service of maintaining important relationships, has been studied primarily as a risk factor for depression in women. In this study, self silencing in teacher student relationships was assessed in a sample of college students (n 142) and 4th graders (n 52) using a new scale adapted from Jack and Dill's (Psychol Women Q 16:97 106, 1992) Silencing the Self scale. Self silencing in school was shown to be related to several negative academic outcomes in both samples, including low behavioral engagement, negative emotions (i.e. sadness, anxiety, anger) and maladaptive strategies for coping with failure. The results of path analyses suggested that self silencing relates to poor academic outcomes through its association with reduced student autonomy and poor teacher student relationship quality. Based on these results, a reinterpretation of self silencing through the perspective of self determination theory (Ryan and Deci in Self determination theory: basic psychological needs in motivation, development, and wellness. The Guilford Press, New York, 2017) is presented.

title: Teacher student relationship quality as a function of children's expectancies
abstract: Study 1, a longitudinal field study, tested children's summertime expectancies of their upcoming teachers as a predictor of teacher student relationship quality (TSRQ) across an academic year. Eighty one fourth to sixth grade children and their 16 teachers reported on TSRQ 2, 20, and 36 weeks into the school year. Children's summertime expectancies predicted TSRQ, with greater expected autonomy support predicting higher quality relationships, as reported by both children and teachers. In Study 2, we manipulated 71 third through sixth grade children's expectancies of a guest teacher's autonomy supportiveness prior to a 6 week instructional unit and measured TSRQ repeatedly throughout. The causal effect of expectancies was limited to the oldest children, and its direction differed by sex and time of measurement. Implications are discussed.

title: The Relationship of Teacher Adaptability, Self efficacy and Autonomy to Their Adaptive Practices
abstract: Adaptability is an important disposition for teachers as response to change, novelty and uncertainty is central to their daily work. Teacher adaptability is an emerging construct in research on teacher classroom behaviours with evidence of correlation to improved outcomes for both teachers and students. Teacher adaptive practices were conceptualised in this study as the classroom behavioural expression of teacher adaptability. The data from 278 classroom observations of 71 teachers were analysed for its relationship to the teacher self report constructs of teacher adaptability, teacher self efficacy and perceived autonomy support. The study found that only teacher adaptability could predict a sub scale of adaptive practices that potentially promote student critical and creative thinking. This finding signals an important relationship between teacher adaptability and adaptive teaching given that student critical and creative thinking is a valued outcome of schooling.

title: Relational Recognition, Educational Liminality, and Teacher Student Relationships
abstract: Theories about relationships impact the ways in which we imagine that teachers and students can or should interact. These theories often involve either individualistic or relational assumptions. A contrast has been made between theories that assume that the individual is primary, and the relationship secondary, and those that assume that the relationship is primary and the individual secondary. Roughly mapping on to these assumptions are the implications that educational relationships either ought to facilitate autonomy or community, emancipation or socialization. I argue that educational contexts occupy a liminal space at the boundaries of multiple contexts, and so have limited ability to either emancipate or socialize students relative to these contexts. However, the very liminality of the educational space allows for a unique view and exploration of these contexts using autonomy and community as means rather than ends of education. Learning, described here as re co gnition, is facilitated as students move away from and then return to the liminal (relational) and teachers and students view again together (recognize) the boundaries of these various contexts as they intersect at the school. Implications for teaching in this liminal space are explored for recognizing relationships between student and teacher, childhood and adulthood, home and the "outside world," and boundaries within and between disciplines.

title: Banking Time: A Dyadic Intervention to Improve Teacher Student Relationships
abstract: Supportive and sensitive teacher student interactions and relationships are critical for children's academic and social success. When a teacher establishes a warm and responsive emotional connection with a student, this increases the student's capacity to take advantage of learning opportunities. Teacher student relationships form over time through repeated interactions characterized by shared emotional engagement, teacher sensitivity and responsiveness, teacher support of children's autonomy, and low levels of conflict. Strong and sensitive teacher child relationships are particularly salient resources for children who, for various reasons (e.g. low achievement, developmental delays, or the display of externalizing or internalizing behavior problems) are likely to experience the classroom setting as socially or academically challenging. Certain children receive significantly more re directive, corrective, and too often even negative feedback from teachers and peers during the school day. When these students experience a strong relationship with a teacher, they are more likely to accept constructive feedback from their teacher without it negatively affecting their self esteem or viewing such feedback as an attack on their character.

title: Engaging Children in the Upper Elementary Grades: Unique Contributions of Teacher Self Efficacy, Autonomy Support, and Student Teacher Relationships
abstract: This short term longitudinal study explored the unique role of proximal classroom factors (teachers' student specific self efficacy, autonomy supportive behaviors, and student teacher relationships) in students' emotional and behavioral engagement, and the moderating role of grade level. Participants were 472 students and 63 teachers (grades 4 6) Path models examined within time and longitudinal associations between proximal classroom factors and engagement, and multigroup models explored the moderating role of grade level. Results indicated significant within time associations among all proximal classroom factors and students' engagement. When initial levels of engagement were controlled for, teachers' student specific self efficacy predicted positive changes in emotional engagement, and closeness predicted positive changes in behavioral and emotional engagement. The association of closeness with the engagement measures was strongest for students in 6th grade.

title: The relationship between teacher autonomy and student achievement: PISA sample