The Impact of Communication Between Teachers and WebDrawing upon surveys and interviews with participating teachers and students, we identify three primary mechanisms through which communication likely affected engagement: The instruments were presented in a simple form that can be responded by both students and the teacher easily. 11:524588. doi: 10.3389/fpsyg.2020.524588, Nelson, S. K., Layous, K., Cole, S. W., and Lyubomirsky, S. (2016). Res. Family support emerged as the most influential factor, followed by support from teachers and classmates, with peer support playing a comparatively smaller role. Taylor, S. E. (2011). This emphasizes the urgent need for additional support for vulnerable populations. A. Positive emotions have been found to predict levels of well-being, making individuals more resistant to stress and more vital (Diener et al., 2020). Our study also showed that teacher support negatively predicted procrastination in a group of higher education students and that reduced procrastination behavior in turn increased interpersonal assistance. Specifically, the broadening function is the ability of positive emotions to expand an individuals attention, cognition, action and other transient sequences of thinking and behavior, allowing the individual to solve problems more efficiently and flexibly. The report focusing on mental health includes findings with important implications, such as 30% of young people reporting a negative impact on their mental health, and 16% of adolescents reporting low life satisfaction, with girls being more affected. (2008) showed, academic self-efficacy is a significant predictor of academic procrastination. Eur. Anxiety 18, 7682. One of the new reports highlights the multifaceted nature of the pandemic's impact, revealing that geographical differences, local health measures, and sociopolitical and cultural contexts all shape the experiences of adolescents. Philos. Behav. On the other hand, the ratio of the direct effect of teacher support on positive emotions to the total effect was 80.89%. In conclusion, it can be effective to evoke positive emotions in high vocational students by enhancing the mental toughness of delayed groups through effective teacher support. (Fig.1 1). Tice, D. M., and Baumeister, R. F. (1997). Also, it gives opportunities for teachers to send text from computer and other devices, provide time-management help, and improve academic (2) Students procrastination behaviors may have a negative impact on their emotions. (1988). This finding revealed the importance of psychometrically screening procrastination behavior in higher vocational students. The role of chain intermediaries and the path coefficient. COVID-19 anxiety among front-line nurses: predictive role of organisational support, personal resilience and social support. Organ. doi: 10.1002/hbm.25754, Zhang, Y., Li, S., and Yu, G. (2020). Int. Peer and teacher supports in relation to motivation and effort: A multi-level study. Therefore, we believe that only children may have their own unique characteristics in terms of positive emotions, interpersonal assistance, and procrastination behavior. Brain Mapp. 293:113452. doi: 10.1016/j.psychres.2020.113452, Hadley, J. The five factors with loadings above 1 were found to explain a cumulative total variance of 68.173%, with the first principal component explaining 27.173% of the variance, not exceeding the threshold value of 40% (Podsakoff et al., 2003). Meas. Psychol. teachers Sky News Perspect. How to Improve Communication between Teachers and 24, 117126. New York: The Guilford Press. Sci. (2) There were 231 (34.2%) only children and 445 (65.8%) non-only children in the families of the subjects surveyed. The Impact of Communication Between Teachers and Methods Psychiatr. doi: 10.1111/1467-9280.00260, Chang, C. F., Hsieh, H. H., Huang, H. C., and Huang, Y. L. (2020). The direct effect of teacher support and the mediating role of interpersonal assistance had a greater effect. Teachers should provide targeted guidance and support to students to help them remedy their learning deficits, improve their motivation and performance, and thus reduce the occurrence of procrastination. 33, 915931. Coping through crisis: COVID-19 pandemic experiences and adolescent mental health and well-being in the WHO European Region. WebIn her study exploring the impact that communication and social presence has on adult students in distance learning, Angelaki (2013) discovered that more than 78% of the online students surveyed did not have the opportunity to communicate with their instructors. Additionally, teachers in higher vocational colleges can also conduct seminars on emotional awareness experiences, mental health education and group building in classes according to the actual situation, which will increase higher vocational students awareness of positive emotions and help them realize the importance of positive emotions. To safeguard the mental health of higher vocational students, future research should further explore an integrated intervention model of procrastination behavior, interpersonal assistance and teacher support for higher vocational students. Relations between student procrastination and teaching styles: Autonomy-supportive and controlling. The teacher support derived from this study positively predicted positive emotions, which is also consistent with the results of other studies (Lei et al., 2018). 4, 5366. doi: 10.1111/j.1467-8624.2012.01745.x, Wang, M. T., and Eccles, J. S. (2013). This paper focuses on ascertaining the impact of communication between teachers and students. 1) Be an Active Listener. However, it remains poorly understood to what extent and in what aspect MIM can facilitate student engagement. As a form of positive emotional feedback and positive support, teacher support can help higher vocational students adjust their self-regulation strategies so that they can face tasks in life and learning with a positive mindset and have positive emotional experiences. Sirois (2004) showed that teacher support and self-efficacy had a negative effect on reducing procrastination. From the perspective of ecosystem theory, individuals grow in interaction with their environment, and a good microenvironment promotes optimal development (Bronfenbrenner, 1994). Due to the with this kind of knowledge can create dual effects by decreasing parents negative However, there is a lack of research on how teachers emotional intelligence influences conflict management in the classroom. Skills Creat. It is vital that teachers listen to their 88:879. doi: 10.1037/0021-9010.88.5.879, Propper, C., Rigg, J., and Burgess, S. (2007). It has been revealed that EFL teachers' and learners' Introduction to mediation, moderation, and conditional process analysis. Passion for an activity and quality of interpersonal relationships: the mediating role of emotions. This study found that teacher support positively predicted positive emotions; either procrastination behavior or interpersonal assistance independently mediated the relationship between teacher support and positive emotions. In general, students who are high in socialemotional skills usually acquire some interpersonal skills and are good at listening and negotiating conflicts constructively, i.e., there is a positive correlation between interpersonal assistance and positive emotions. Reading: Addison-Wesley. S. J. Lopez and C. R. Snyder. Interpersonal assistance is a dimension of social support on the Psychological Resilience Scale for Adults (RSA) (Friborg et al., 2003). Psychol. 146, 2633. Acta Psychol. Results suggest students develop schemas about their relationships with teachers that are consistent with their nonverbal communication skills and that for both positive perceptions of the relationship and academic achievement, valuing the relationship with the primary teacher may compensate for nonverbal difficulties. Overall, despite numerous studies exploring positive emotions, most have focused on undergraduate students (Balkis and Duru, 2016; Hen and Goroshit, 2020), and few have explored higher vocational students. Am. As an important factor influencing mental health, positive emotions are a complex psychological phenomenon with multiple components, including pleasurable experiences, positive cognitive evaluations, satisfaction of needs and corresponding expression patterns, as well as pleasant or satisfying situational responses (Cohn and Fredrickson, 2009). This will be explored through the three elements of the NSW Quality Teaching, The purpose of this paper is to investigate the major possible reasons for high-risk of dropout students. The pandemic has had devastating impacts on learning. What In other words, individuals choose to procrastinate when the need to repair current negative emotions outweighs the need to pursue long-term goals. Perceived social support and procrastination in college students: A sequential mediation model of self-compassion and negative emotions. Rev. As indicated by the results of the test of variance in Table 3, the differences in teacher support, procrastination behavior, interpersonal assistance and positive emotions were not statistically significant in terms of Gender, Only child in family, Residence, or Origin types.. The Health Behaviour in School-aged Children (HBSC) study is a unique cross-national research study into the health and well-being of adolescents across Europe and North America, conducted in collaboration with WHO/Europe. (2000). Int. Rev. doi: 10.1037/a0013383, Philippe, F. L., Vallerand, R. J., Houlfort, N., Lavigne, G. L., and Donahue, E. G. (2010). At the same time, procrastination behavior and interpersonal assistance have different mediating roles, which together amplify the relationship between teacher support and positive emotions. (4) Procrastination behavior and interpersonal assistance play a chain mediating role in the relationship between teacher support and positive emotions, and there is a path consisting of Teacher support Procrastination behavior Interpersonal assistance Positive emotions. That is, high levels of teacher support increased the level of interpersonal assistance of higher vocational students by reducing procrastination behavior, and higher levels of interpersonal assistance were often associated with better positive emotional experiences. 75, 796800. Sin. 16, 12451269. Background: In China, more than 5 million students enter higher vocational colleges each year, and the positive emotions of their students merits much attention. By using a questionnaire survey of 676 higher vocational students in Zhejiang Province, China, this study focused on exploring the relationship between teacher support and their positive emotions and corroborated the direct and indirect effects of teacher support on positive emotions using empirical data. R. Soc. (2009) found that teacher support and encouragement promoted students willingness to help others. WebBesides, teacher communication skills are important for a teach er in the delivery of education to students (Burns & Seidlhofer, 2010). Effective communication between students and Rev. Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., and Zimbardo, P. G. (2000). Application of students t-test, analysis of variance, and covariance. If the chi-squared was not satisfied, the Welch method was used to determine whether there was a statistically significant difference among the groups, followed by the Tamhane (T2) method of two-by-two comparisons (Dunnett, 1980). The questionnaires were scored on a five-point Likert scale, and all data were entered into SPSS 26.0 for preliminary statistics. JW and CZ were responsible for conceptualization. In the. In addition, we believe that these findings will support the decision making of administrators in higher vocational colleges in the area of emotion management, which will further improve the effectiveness of their work. Offer additional support to adolescents from less well-off families, acknowledging their higher risk of experiencing negative impacts during health crises. Methods: A questionnaire survey was conducted with 676 higher vocational students from Zhejiang Province, China. The above findings provide directional insight into this study, which also found significant negative associations among procrastination behavior, teacher support and positive emotions in our study of higher vocational students in Zhejiang Province, China. So let's see what you can do. (3) Pearson correlation analysis was used to explore the correlations among teacher support, procrastination behavior, interpersonal assistance and positive emotions among higher vocational students. Psychol. Our new data show that older schoolgirls experienced greater negative effects, especially on their mental health. However, most previous studies have examined positive emotion as an independent variable and have not considered it as a dependent variable for more in-depth mechanistic analysis. WebThe Impact of Communication Between Teachers and Students: A Case Study of the Faculty of Management Sciences, University of Karachi, Pakistan Good and effective In addition, individuals with positive emotions are more likely to form social relationships, and scholars have found that higher levels of self-perceived positive emotions mean that it is easier to expand relationships, increase communication, and maintain connections (Sels et al., 2021). Be sure to give positive feedback. In other words, there is a need to strengthen the guidance of teachers interpersonal assistance behaviors toward students in the future to effectively improve the psychological resilience of procrastinating student groups, which evokes positive emotions in higher vocational students and in turn ensures learning outcomes and growth quality. Overall, this study concluded that (1) teacher support significantly and positively predicted positive emotions and that positive feedback, learning assistance and recognition from teacher support enhanced higher vocational students positive emotional experiences. This research attempts to obtain a, ing/ Indexing: Scopus (https://www.scopus.com/sourceid/21100921050#tabs=0) (Since 2019), INSPEC (IET), EBSCO, Electronic Journals Library, Google Scholar, Crossref, etc. The bootstrap CI 95% of the total mediating effect did not contain 0 [0.038, 0.094], with an effect value of 0.065, representing 19.11% of the total effect. Therefore, this study attempts to examine the mechanism of teacher support on positive emotions by investigating the separate mediating roles of procrastination behavior and interpersonal assistance and their chain mediating effect with a study of higher vocational students in China. Positive Results of Parent Communication Family and School Relationship during COVID-19 Pandemic: A Technostress and academic motivation: direct and indirect A feedback system between students and teachers regarding the monitoring of work was established using alternative communication channels such as emails . Res. Organ. Of course, the most important means of communication between students and teachers is the e-mail. Mediating effects of procrastination behavior and interpersonal assistance on the relationship between teacher support and positive emotions. The social functions of positive emotions. Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Sci. 3, 2nd ed.). The research aims to analyze the advantages of using an instant messaging application in the communication between teachers and students to solve questions in a programming course. Effects Career adaptability development in adolescence: Multiple predictors and effect on sense of power and life satisfaction. Copenhagen, 28 June 2023 The COVID-19 pandemic has had a disproportionately negative impact on children and adolescents from lower 2, 168175. effects Implement policies and programmes that create supportive environments in schools, families and peer groups, so as to promote and protect young peoples mental health. Conclusion: It was concluded that if this skill is practiced by teachers, it will have a positive and profound effect on the students mood. MIM apps typically come with a myriad of features that educators may leverage to increase student learning. In addition, it has been shown that interpersonal assistance helps enhance the role of teacher support and further improve students positive emotions (Wentzel et al., 2017). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. J. Psychol. These findings can be considered a case study for social support theory, providing a new case and data support for social support theory. For this reason, we can consider interpersonal assistance an important component of psychological resilience, and more specifically, individuals can obtain help for or vent their emotions through meaningful interpersonal assistance (Hu and Gan, 2008). JW, CZ, QS, and FX were responsible for formal analysis, and all of us were jointly responsible for data coding. Sicker and poorerthe consequences of being uninsured: A review of the research on the relationship between health insurance, medical care use, health, work, and income. The extent to which adolescents felt impacted by the pandemic was closely tied to the support they received from family, teachers, classmates and peers. Sci. The average energy bill will drop when Ofgem cuts its price cap on Saturday amid falling wholesale gas prices. J. Front. doi: 10.1111/j.1744-6570.2002.tb00108.x, Steel, P. (2007). According to Sirois and Pychyl (2013) Short-Term Mood Repair Theory (STMR), procrastination behavior implies a failure of self-regulation. J. Psychol. 74, 145155. This suggests that there is no serious common method bias in this study. It indicates that we could take measures to simultaneously reduce procrastination behavior and increase interpersonal assistance, which in turn improves the positive emotions of higher vocational students. However, no systematic research has been done to review the empirical studies conducted on the impact of teacher immediacy on students' motivation. doi: 10.1037/emo0000178, Pekrun, R., Elliot, A. J., and Maier, M. A. A., Carlson, K. D., Edwards, J. R., and Spector, P. E. (2016). Written informed consent for participation was not required for this study in accordance with the national legislation and the institutional requirements. As Huang et al. Dev. Procrastination behavior may mediate the relationship between teacher support and positive emotions. Issues Pract. The 4 new reports, available via the links, include data and findings from surveys conducted in 20212022 on a wide range of issues, including the role of age, gender, economic background, social support structures and school closures on young peoples experiences of the pandemic, and, most notably, the effects of the pandemic on young peoples mental health. This indicates that Path 2 (with an effect ratio of 11.76%) has a stronger mediating effect than Path 3 (with an effect ratio of 2.06%) on the relationship between teacher support and positive emotions.