The Vitality of Teachers and Positive Teacher-student Relationships: A Study on the Emotional Transmission Effect

doi:10.16382/j.cnki.1000-5560.2024.03.007

Abstract

Abstract:

In recent years, the emotional interactions between teachers and students in the classroom have garnered increasing attention. Drawing from the vitality theory, this study posited that the vitality of teachers might enhance students’ vitality and foster positive teacher-student relationship via emotional transmission effect, specifically through students’ perception of teacher enthusiasm. This hypothesis was empirically examined with a sample of 2,386 Chinese middle school students and 76 headteachers. Data on student and teacher vitality, students’ perception of teacher enthusiasm, and positive teacher-student relationship were collected using questionnaires. A chain mediation model was established and evaluated. Results showed that teacher vitality directly predicts positive teacher-student relationship. The relationship is underpinned by the mediators of students’ perception of teacher enthusiasm and student vitality, and by the chain mediating effect of the two. In essence, when teachers demonstrate energy, enthusiasm, and vitality in their teaching, they are more likely to transmit this passion to their students. This, in turn, fosters more positive teacher-student relationships. These findings have significant implications for bolstering educational vitality, enhancing the mental health of teachers and students, and cultivating positive teacher-student relationships.

Key words: vitality, enthusiasm, teaching, teacher-student relationship

Wei Yan, Zhongying Shi, Kaiping Peng. The Vitality of Teachers and Positive Teacher-student Relationships: A Study on the Emotional Transmission Effect[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(3): 78-86.

Figures/Tables 4

References 0

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	1	2	3	4	5	6	7	8
1. 学生活力	—
2. 学生感知教师热情	0.42^***	—
3. 积极师生关系	0.47^***	0.69^***	—
4. 教师活力	0.05^**	0.04^*	0.02	—
5. 学生性别	0.11^***	0.04	0.02	0.05^*	—
6. 学生年龄	?0.11^***	?0.07^**	0.15^***	0.19^***	0.10^***	—
7. 教师性别	?0.11^***	?0.09^***	?0.17^***	0.19^***	0.05^***	0.48^***	—
8. 教师年龄	0.00	?0.03	?0.08^***	?0.03	0.02	0.32^***	0.29^***	—
平均值	30.15	15.83	10.86	32.85	—	14.10	—	39.73
标准差	7.07	3.06	2.62	6.04	—	1.47	—	8.58

	回归方程1	回归方程2	回归方程3	回归方程4
	积极师生关系	学生感知教师热情	学生活力	积极师生关系
学生性别	0.03（0.02）	0.05（0.02）^*	0.11（0.02）^***	?0.02（0.01）
学生年龄	?0.10（0.02）^***	?0.05（0.02）^*	?0.10（0.02）^***	?0.04（0.02）^*
教师性别	?0.13（0.02）^***	?0.08（0.02）^***	?0.06（0.02）^**	?0.06（0.02）^***
教师年龄	?0.01（0.02）	0.02（0.02）	0.06（0.02）^**	?0.03（0.02）
教师活力	0.06（0.02）^**	0.06（0.02）^***	0.06（0.02）^**	0.01（0.01）
学生感知教师热情			0.41（0.02）^***	0.59（0.02）^***
学生活力				0.21（0.02）^***
R²	0.04	0.01	0.20	0.52
Adj. R²	0.04	0.01	0.20	0.52

	效应值（标准误）	z	p	Boot 95% CI	相对中介效应量
总效应	0.064（0.020）	3.17	0.002	[0.023, 0.102]
直接效应	0.007（0.015）	0.49	0.62	[?0.021, 0.035]
中介效应	0.056（0.014）	3.95	< 0.001	[0.028, 0.086]	87.50%
中介路径1	0.038（0.012）	3.07	0.002	[0.013, 0.062]	59.38%
中介路径2	0.013（0.004）	3.13	0.002	[0.006, 0.022]	20.31%
中介路径3	0.005（0.002）	2.89	0.004	[0.002, 0.009]	7.81%

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