The interaction between secondary school students and teachers is a crucial factor influencing educational experiences and personal development. This study addresses a notable gap in existing literature by examining the cross-cultural validity of the Student-Teacher Relationship Scale (STRS) within the Vietnamese educational context. The quality of teacher-student relationships is widely acknowledged as pivotal for students' social-emotional, behavioral, and cognitive development.
This research aims to investigate the dimensional structure of Closeness, Conflict, and Dependency within the adapted STRS in the unique cultural context of Vietnam.
Several hypotheses are proposed, including the expected factorial validity of the survey as a measure of the relationship between secondary school students and teachers, significant differences in mean levels of Closeness, Conflict, and Dependency, correlations among latent factors of the STRS, a positive relationship between Dependency and Closeness, and the moderation of the effect of Dependency on Closeness by Conflict.
Throughout the subsequent chapters, the literature, methodology, results, and discussion offer insights into the intricacies of teacher-student relationships within the Vietnamese educational context. The study contributes valuable perspectives to the international literature on teacher-student relationships, considering cross-cultural, statistical, and practical dimensions. The findings aim to provide guidance for improving these relationships in the educational setting.
Inhaltsverzeichnis (Table of Contents)
- IV DV
- Correlations
- Conflict Closeness Dependency
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This analysis focuses on examining the relationships between conflict, closeness, and dependency in a specific context (not specified in the provided text). The objective is to understand the correlation between these factors and explore their significance in the given setting.
- Correlation between conflict and closeness
- Relationship between conflict and dependency
- Interplay of closeness and dependency
- Statistical significance of the observed correlations
- Potential implications of the findings
Zusammenfassung der Kapitel (Chapter Summaries)
The provided text focuses on presenting the results of a correlation analysis between conflict, closeness, and dependency. The data suggests a significant negative correlation between conflict and closeness, indicating that higher levels of conflict are associated with lower levels of closeness. Additionally, there is a significant positive correlation between closeness and dependency, suggesting that higher levels of closeness are related to higher levels of dependency. The analysis also indicates a weak negative correlation between conflict and dependency, though this correlation is not statistically significant at the 0.05 level.
Schlüsselwörter (Keywords)
The key terms and concepts covered in this text include conflict, closeness, dependency, correlation analysis, statistical significance, and two-tailed tests. The study focuses on understanding the relationships between these factors and their potential implications in a specific context.
Frequently Asked Questions
What is the focus of the study on student-teacher relationships in Vietnam?
The study examines the cross-cultural validity of the Student-Teacher Relationship Scale (STRS) in Vietnam, focusing on the dimensions of Closeness, Conflict, and Dependency.
How do conflict and closeness correlate in Vietnamese schools?
Data suggests a significant negative correlation between conflict and closeness, meaning higher levels of conflict are associated with lower levels of closeness between students and teachers.
What is the relationship between closeness and dependency?
The analysis indicates a significant positive correlation, suggesting that higher levels of emotional closeness are often related to higher levels of student dependency on the teacher.
Why is the teacher-student relationship pivotal for development?
Quality relationships are essential for a student's social-emotional, behavioral, and cognitive development, especially within the unique cultural context of Vietnam.
Does conflict moderate the effect of dependency on closeness?
One of the research hypotheses explores whether the presence of conflict changes how dependency affects the emotional closeness in the relationship.
What are the practical implications of this research?
The findings aim to provide guidance for improving educational settings in Vietnam by identifying the intricacies of teacher-student interactions and promoting better social bonds.
- Citar trabajo
- Giap Binh Nga (Autor), 2020, The Relationship between Secondary School Student and Teacher in the Vietnamese Educational Setting, Múnich, GRIN Verlag, https://www.grin.com/document/937279
