Impact of positive teacher-student interactions on academic resilience in adolescents from the lower socio-economic strata
Journal Title: INDIAN JOURNAL OF MENTAL HEALTH - Year 2018, Vol 5, Issue 1
Abstract
Background: As students spend a third of their time in classrooms interacting with teachers, this qualitative study sought to understand the role of teacher-student relationship in the students’ subjective construction of academic resilience. Methods: Individual interviews were conducted with seven at-risk students preparing for the IIT (Indian Institute of Technology) examination through the “Super30” coaching programme, which resembles the traditional “Gurukula” system of learning in that the student (or “Shishya”) stays with the teacher during the preparatory period. Results: Findings showed that Turnaround Teachers engaged in democratic, identity-affirming and virtueprioritizing messages to promote academic excellence in at-risk students. It also brought to light the bidirectional, deeply caring relationships that were at the centre of these interactions. High expectations of teachers as well as appropriate limit setting interventions played a significant role in strengthening socially oriented achievement motivation in students coming from collectivistic cultures.Conclusion:Findings emphasize the urgent need to strengthen these accessible protective forces by offering necessary educational interventions so that academic success becomes a reality for every child, regardless of external resources
Authors and Affiliations
Mini Narayan
Keywords
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- EP ID EP276405
- DOI 10.30877/IJMH.5.1.2018.52-57
- Views 104
- Downloads 0
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