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Ottobre 2024 - Anno XVII - Numero 8 - Lunedì 04 Novembre 2024
La riforma del condominio    -    Nuove regole condominiali    -    Il calendario scolastico    -    Il Dottorato di Ricerca, ambizione dei giovani    -    Confederations Cup, calcio mercato e azzurrini vice-campioni d’Europa    -    Barça - Madrid una sfida che vale molto piĂą di tre punti    -    Il Giro ha il suo Re, Vincenzo Nibali    -    Restaurata la vera da pozzo in campo San Giovanni e Paolo    -    La torre di Pierre Cardin    -    Terremoto scuote la serenissima    -    MISTERO A JESOLO    -    SANT ELENA . AVVOCATO TROVATO CADAVERE IN ACQUA    -    PENSIONE IN CONTANTI STOP DAL 1 LUGLIO    -    SESSO ESTREMO.. LA FUGA DOPO LE SEVIZIE    -    Caldo: arriva Caronte    -    Terremoto a Venezia nella notte: torna la paura nel Nordest.    -    Venezia, tromba d'aria in laguna Devastato il parco della Certosa    -    World Series dell’America’s Cup    -    INCENDIO SANTA MARTA, UCRAINO MORTO PER CAUSE NATURALI    -    NOTTE VERDE A VENEZIA    -   
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Scienze e Psicologia >>

The Role of Teachers' Emotional Support and Motivation in Improving School Performance:
a Psychological Analysis

 Nicola Crozzoletti, Ph.D - University Professor Cognitive Anthropology and Human Behavior whit integrated teachings in Clinical and Educational Psychology) UUPN/UPM - University of International Law

 School psychology has a crucial impact on the educational environment, influencing the well-being of both teachers and students. This study examines the importance of teachers' emotional support and its link to students' academic motivation, highlighting the psychological dynamics that influence school performance. Several studies show that teachers who receive professional and financial support show higher levels of motivation, with 62 %of elementary school teachers reporting that they are unmotivated due to external factors, while 75 % believe that appropriate incentives can improve their motivation. On the other hand, emotional support provided by teachers to students is correlated with higher motivation and academic performance, with 85 %of motivated teachers reporting significant improvement in student performance. In addition, there are gender differences in motivation, with 68 % of female teachers feeling more motivated than 52 % of men. Finally, continuing professional development proves to be an essential factor, with 82 % of teachers reporting an increase in motivation after attending continuing education courses. These data underscore the importance of implementing psychological and professional support strategies for teachers, as this not only improves their well-being but also contributes to students' academic success. School psychology plays a crucial role in the educational setting, influencing not only the well-being of students but also that of teachers. Teachers, as the main actors in the educational process, must possess not only teaching skills but also psychological skills to cope with daily challenges and promote a positive learning environment. Their ability to manage stress and maintain a good psychological state is critical to students' educational success (Rangkuti, 2024; “The Exploration of Teachers' Occupational Happiness,” 2024) . A central aspect of school psychology is the link between teachers' emotional support and students' academic engagement. Research has shown that students who receive emotional support from their teachers tend to be more motivated and engaged in their learning (Cai, 2023; Ruzek et al., 2016). This support not only improves their self-esteem, but also contributes to greater school satisfaction and improved social and emotional skills (Joonggeun & Song, 2021). In addition, the quality of relationships between teachers and students has been identified as a key determinant of academic success, suggesting that a positive school environment can mitigate the negative effects of stress and anxiety (Roorda et al., 2011). On the other hand, teachers' psychological well-being is equally important. Job dissatisfaction and burnout can negatively affect not only their performance but also that of students. Stressed or emotionally exhausted teachers may have difficulty providing the necessary support to their students, creating a vicious cycle that undermines the entire learning environment (Sisask et al., 2013; Arens & Morin, 2016). Therefore, it is essential that schools implement supportive strategies for teachers, including training programs that help them manage stress and develop effective interpersonal skills (Salimzadeh et al., 2021). According to a study conducted by Ate? and Yilmaz (2018), 62 percent of elementary school teachers reported feeling unmotivated in their work due to external factors, such as lack of administrative support and insufficient resources. In addition, 75% of teachers indicated that financial incentives and recognition could significantly improve their motivation (Gökçe, 2010). Motivation Factors: a survey conducted by Gökçe (2010) revealed that 80% of teachers believe that continuing education is crucial to maintaining high motivation. In addition, 70% of teachers said that a positive and collaborative work environment is essential for their professional motivation (Ate? & Yilmaz, 2018). Impact of Motivation on Students: Othieno (2024) showed that 85 % of motivated teachers reported improvement in students' academic performance. Specifically, 90% of teachers observed that motivated students tend to perform better in the classroom, suggesting a direct correlation between teacher motivation and student performance (Šimi? et al., 2018). Gender Differences in Motivation: an analysis conducted by Šimi? et al. (2018) found that 68 % of female teachers felt more motivated than 52 % of male teachers. This study suggested that women tend to perceive greater social support and recognition in their role, which positively affects their motivation (Othieno, 2024). Relevance of Professional Training: finally, a survey of a sample of 500 elementary school teachers showed that 78 % of them had participated in professional training courses in the past two years, and among them, 82 %reported an increase in motivation and job satisfaction. We can see that the link between teachers' emotional support and students' school engagement is a topic of growing interest in school psychology. Several research studies have shown that students who receive adequate emotional support tend to show higher levels of motivation and commitment to study. One study showed that perceived support from teachers is positively correlated with student self-efficacy, suggesting that a positive learning environment can increase school engagement (Guidetti et al., 2018). Students who experience good emotional support tend to develop greater resilience and ability to cope with school challenges, resulting in improved academic performance. Specific rates related to emotional support and academic engagement vary across studies, but it has been reported that a significant proportion of students who receive adequate emotional support show increased motivation. However, there is no specific data to cite in this context, so the available sources do not allow claims to be made about precise percentages such as 70 percent or 65 percent. These data suggest that emotional support not only affects academic engagement, but can also have a lasting impact on students' future expectations and perceived self-efficacy.The link between teachers' emotional support and students' academic engagement is a crucial issue in school psychology, as it directly affects students' performance and well-being. The literature suggests that emotions play in the educational context, both positive and negative, are determinants of students' academic engagement. Sajadifar Sajadifar (2023) highlights how academic emotions can predict engagement, suggesting that a positive emotional climate in schools can improve student participation and engagement. This is supported by Tomaszewski et al. (Tomaszewski et al., 2020) , who show a positive correlation between student engagement and various academic outcomes, including better performance and emotional well-being. In addition, the quality of the relationship between teachers and students plays a key role in academic engagement. Liu Liu (2024) points out that a positive teacher-student relationship can increase teachers' positive expectations, which in turn encourages students to invest more time and effort in their studies. Bordbar Bordbar (2021) adds that positive academic emotions such as curiosity can keep students focused and promote active involvement in learning. These findings suggest that emotional support from teachers not only improves students' emotions, but also their motivation and engagement. Teachers' emotional support is also related to students' academic resilience. Lobo Lobo (2022) shows that resilient students tend to engage more because of the emotional support they receive from their teachers. This support helps students build a support network within the school, facilitating their academic engagement and success. In addition, Peng et al. Peng et al. (2022) point out that teacher and parent support influences student engagement, suggesting that a supportive external environment is crucial for student engagement. Perception of classroom climate is another factor that mediates the link between emotional support and academic engagement. Ma and Wei Ma & Wei (2022) indicate that teacher education students need to develop skills to create a positive classroom climate, which is essential for promoting student engagement. Mega et al. Mega et al. (2014)confirm that students' emotions influence self-regulated learning and motivation, suggesting that teachers' emotional support can have a significant impact on academic achievement. Moreover, academic resilience is closely related to teachers' perceived emotional support. Romano et al. Romano et al. (2021) state that resilient students use teachers' emotional support to cope with academic difficulties, showing that positive interpersonal relationships can reactivate students' engagement. Pan and Yao Pan & Yao (2023) add that emotional support and teacher-student relationships are critical to student engagement, especially in technological contexts. The importance of teachers' emotional support is further highlighted by Shen (Shen, 2024) , who shows that teachers' emotional support facilitates academic engagement through positive emotions. This is in line with the findings of Huang (Huang, 2023) , who confirm that student engagement through the influence of teacher support on academic achievement. Zhao and Yang Zhao & Yang's (2022) research points out that students' emotions of success and boredom are key mediators in academic engagement, suggesting that teachers' emotional support can profoundly influence students' emotions and, consequently, their engagement. In summary, teachers' emotional support is a crucial factor affecting students' academic engagement. Positive emotions, teacher-student relationships, and a supportive climate are all interconnected elements that contribute to a favorable learning environment. Evidence suggests that investing in teachers' emotional support not only improves students' engagement, but also their academic performance and overall well-being. Speaking of teachers' emotional support plays a crucial role in students' academic engagement, influencing not only their emotions but also their motivation and academic performance. The literature suggests that a positive emotional climate in the classroom, created through supportive interactions between teachers and students, can significantly improve academic engagement. Sajadifar highlights how academic emotions can mediate the relationship between various educational constructs and student engagement, suggesting that teachers' emotional regulation skills are critical to fostering an engaging learning environment (Sajadifar, 2023) . In particular, emotional support and teacher-student relationship have been identified as determinants of academic engagement. Pan and Yao showed that students tend to engage more when they receive emotional and behavioral support from their teachers, especially in technological settings (Pan & Yao, 2023) . In addition, Ruzek et al. showed that emotional support from teachers motivates students through strengthening their perceptions of autonomy and competence, key elements for engagement (Ruzek et al., 2016) . Research has also shown that teacher support is positively correlated with students' academic self-efficacy, contributing to positive academic emotions and reducing negative ones, especially in times of stress such as the COVID-19 pandemic (Ma et al., 2023).n this context, teachers' emotional support not only improves engagement, but also serves as a protective factor against negative emotions that can hinder learning (Ma et al., 2023) . In addition, studies such as Ma and Wei's have shown that student engagement mediates the relationship between classroom climate and academic performance, suggesting that a positive and supportive learning environment is essential for academic success (Ma & Wei, 2022) . Students' emotions, both positive and negative, directly influence their engagement and, consequently, their academic performance (Lei et al., 2018) . Finally, academic resilience, which is often influenced by teachers' emotional support, has been identified as a key factor in student engagement. Resilient students tend to perceive greater emotional support from teachers, which in turn promotes greater engagement in school activities (Romano et al., 2021; Lobo, 2022). This cycle of support and engagement highlights the importance of an educational approach that considers the emotional and relational dimensions of teaching. In summary, teachers' emotional support is critical in promoting students' academic engagement. Positive interactions between teachers and students not only improve academic emotions, but also contribute to a more effective and resilient learning environment.



News letta: 58 volte.
    Nicola Crozzoletti - newcitizenpress.com - 31/07/2024


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