The Influence of Teacher-Student Relationships on Learning Motivation of Elementary School Students

Mengqi Fan

doi:10.54097/jeer.v5i3.13321

Authors

Mengqi Fan

DOI:

https://doi.org/10.54097/jeer.v5i3.13321

Keywords:

Teacher-Student Relationship, Motivation, Elementary School Students

Abstract

In this study, the influence of teacher-student relationship on learning motivation of primary school students was investigated by using the teacher-student relationship questionnaire and the learning self-regulation scale, and the third- and fourth-grade students of four elementary school in Hangzhou were selected through multi-stage sampling. The results show that: (1) Teacher-student relationship has a significant effect on students' learning motivation and has a certain positive predictive effect on it. (2) From the perspective of intermediate elementary school students, student gender had no significant effect on teacher-student relationships and motivation; student age had a significant effect on both and positively predicted them. (3) Interviews revealed that teachers' teaching concepts and attitudes have an impact on students' perceived teacher-student relationships and their motivation to learn, and that students' academic situations have a positive impact on students' motivation to learn.

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