The Link Between the Teacher-Student Relationship and Student Engagement

Authors: Cassandra Castillo, Yanine Hess

SUNY Campus: Purchase College

Presentation Type: Poster

Location: UU 108

Presentation #: 77

Timeslot: Session C 1:45-2:45 PM

Abstract: When students are engaged, they show cognitive or behavioral interactions that are constructive and positive, such as attending to an instructor or raising a hand to speak. Engagement can enhance a student’s classroom experience, but distractions such as phones and laptops make it increasingly challenging for students to engage. To combat this, it is important to understand the factors that facilitate engagement and participation. This study examines how teacher-student relationships and classroom climate relate to student engagement and, more specifically, classroom participation, in a large college classroom. Introduction to Psychology students were asked to review the course in this two-part longitudinal study using self-report measures on an online survey. First, students completed the Quantified Participation Scale that tracked their participation after each class session for at least six sessions. After tracking their participation, students completed measures on their perceptions of the course instructor, their teacher-student relationship, as well as their engagement. This study will build on past research surrounding student engagement to examine how the teacher-student relationship links to student participation in the classroom and their overall classroom engagement. Findings of this study may highlight the relevance of instructor support and behaviors that cultivate a positive and engaging classroom climate.