Home | Business News | Browse by Publication | A | Academic Exchange Quarterly

Self-regulation and teacher-student relationships.

Article Excerpt
Abstract

It is common knowledge that a good teacher can turn a student's life around. In this time, however, of educational accountability, standards, predictions, and test scores, the notion of good teaching becomes confused with gatekeeping. It is essential, therefore, to establish a consensus on a conceptual and theoretical underpinning for effective teaching. This review is designed to lay that foundation by pulling together psychology theory and educational psychology theory around the shared concepts of student autonomy and intrinsic motivation, goal-orientation, and self-regulation.

Introduction

The intention of this project was to examine the relationship between teachers and students. Therefore, this review's purpose was to describe the development of trust in teacher-student relationships and effectiveness in classroom management and student learning. Beyond simply holding students to high standards, it is essential to fold into the conceptualization of the problem in education the dynamics and importance of caring relationships and student autonomy support. For Deci and Ryan (1985, 2000, 2002), when relatedness and autonomy support are present, the intrinsic motivation and self-regulation that follows improves student learning and success. Self-regulation is the process by which individuals make their plans, act upon those plans, and self-evaluate the results. According to Deci and Ryan, the more autonomous the individual the more intrinsic the self-regulation. Student achievement also improves when students are intrinsically motivated and when teachers are autonomy supportive (Pintrich & De Groot, 1990; Reeve, Jang, Carrell, Jeon, & Barch, 2004). Accordingly, when students are supported in their learning and view tasks as personally meaningful and relevant, those students are inclined to use effective, self-regulated learning strategies that enhance learning and success in terms of grades, test scores, and future achievement.

Since this study's focus was to examine the dynamics of effective relationships, student self-regulation was established as the centerpiece. Self-regulation, and the ways that student self-regulation can be enhanced by teachers, was examined and described. The importance of this project within the context of education is due to the capacity that teachers have to positively or negatively affect student motivation, self-regulation, autonomy, and ultimately, performance. The educational psychology section of this review was structured to describe student self-regulation in terms of autonomy, motivation, and goal-orientation. The psychology section of this review was designed to examine student autonomy in terms of ego-relatedness, secure attachment, and the true self, since effective teaching and mentoring helps students to explore their world with a sense of trust and autonomy, toward the ultimate goal of fully intrinsic self-regulation and improved academic achievement and success.

The underlying problem being addressed is due to the fact that there is a power difference between teachers and students,...

View this article FREE - Now for a Limited Time, try Goliath Business News
Free for 3 Days!