Teacher-Student Relationship and its Effect on Student Motivation
Teacher-Student Relationship and its Effect on Student Motivation
Article by Ms Novi
Qin & Wen (2002) found that the presence or absence of motivation is, in large part, what determines success or failure in second language learning. Motivated students use learning strategies more frequently, have a stronger will to learn, and thus set more and higher goals for themselves, and they are more persistent in learning. Stipek (1988), pointed out that learning motivation influences the learners’ autonomous learning ability and determines the learners’ confidence in overcoming learning difficulty.
What is motivation? Motivation is the force that accounts for the arousal, selection, direction, and continuation of behavior (Li & Pan, 2009). Williams and Burden (2000) proposed the definition of motivation as a state of cognitive and emotional arousal that leads to a conscious decision to act and that causes the exertion of intellectual and physical effort toward reaching a previously set goal. Therefore, it is clear why so much education research is focused on motivating students: If motivation is why we do what we do, only a motivated student will learn.
A positive teacher-student relationship can significantly affect students' motivation, engagement and overall wellbeing, which in turn can improve their academic performance. Positive teacher-student relationships can help fulfill students' needs for security and acceptance, which are critical to their social and emotional development. Teacher-student relationships play an important role in promoting academic achievement. The relationships that develop between teachers and students extend beyond the confines of the classroom, influencing students' attitudes towards learning, self confidence and overall school experience. Teachers who build strong relationships with their students can create a supportive learning environment that promotes academic success. Moreover, teacher–student relationships serve a regulatory function for the development of social, emotional, and academic skills (Davis, 2006). Similarly, young children who enjoy receiving positive support from teachers and having warm and close relationships with them appear to demonstrate social and academic competence at school (Pianta, 1999).
In conclusion, young children learn from everything they do. They are naturally curious; they want to explore and discover. During these early years, children develop attitudes about learning that will influence their school life. When we provide the right sort of support and encouragement during these years, students will be more creative, adventurous learners throughout their lives than children who do not receive this support.
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