Teacher-Student relationship quality as a barometer of teaching and learning effectiveness: Conceptualization and measurement.

BACKGROUND: The Teacher-Student relationship (TSR) is instrumental for young children and adolescents' socio-emotional development and wellbeing as well as academic engagement and progress. AIMS: The primary aim of this study was to test the psychometric properties, including reliability and factorial, convergent, and predictive validity, of the Teacher-Student Relationship Quality Questionnaire (TSRQ-Q) with two samples of students. SAMPLE(S): Participants were 294 students from secondary schools in the East Midlands and the East of England. Participants were separated into two samples; those who completed the TSRQ-Q with their physical education teacher in mind (n = 150 students) and those who completed it with their mathematics teacher in mind (n = 144 students). METHOD: A multi-section questionnaire comprised of the TSRQ-Q and other validated measures was completed on one occasion by students in both samples to assess their perceptions of the quality of the TSR, positive and negative affect, intrinsic motivation, physical self-concept, enjoyment, and perceived competence. RESULTS: In both samples, the TSRQ-Q demonstrated good internal consistency, factorial, convergent, and predictive validity. The quality of the TSR had both direct and indirect effects through positive affect on student outcomes in mathematics and physical education. CONCLUSIONS: The TSRQ-Q is a valid measure for assessing students' perceptions of the quality of the relationship with their teacher. The conceptual and practical significance of this unique relationship was reflected by its dual pathway effect on a range of student outcomes and via influencing students' positive affect in the classroom.

Perceived related humor in the classroom, student-teacher relationship quality, and engagement: Individual differences in sense of humor among students.

This study explored the effect of humor on teacher-student relationship quality (TSRQ) and student engagement by uncovering the mediating role of TSRQ and the moderating role of individual differences (personal sense of humor). Data were collected using a cross-sectional time-lag approach with 2 phases; 367 students participated. The hypotheses were tested with a moderated mediation model. Perceived humor was positively related to TSRQ and student engagement. The results also confirmed the mediating role of TSRQ; a sense of humor positively moderated the relationship between perceived related humor and TSRQ, as well as perceived related humor and student engagement. The present study uncovers the relationship between humor and relationship quality in learning settings. Moreover, our study provides the first empirical data on the mediating effects of TSRQ on perceived related humor and student engagement. It also reveals the role of individual differences (sense of humor) in the proposed model.

Psychosocial and diabetes risk factors among racially/ethnically diverse adults with prediabetes.

Psychosocial factors such as self-efficacy may be important in helping high-risk adults prevent diabetes. We aimed to describe psychosocial and diabetes risk factors in adults with prediabetes and evaluate if these varied by demographic characteristics. Cross-sectional data came from baseline surveys and electronic health records (2018-2021) of adults with prediabetes enrolled in a randomized study of peer support for diabetes prevention at Kaiser Permanente Northern California and Michigan Medicine. Linear regression was used to compare differences between racial/ethnic groups, adjusting for age, sex, and clinic. Of 336 participants in the study, 62% were female; median age was 57; 41% were White, 35% African American, 9% Hispanic. Mean autonomous motivation was 6.6 and self-efficacy to prevent diabetes was 6.0 (1-7 scale); mean perceived social support was 47 (12-72 scale). Hispanic adults reported higher autonomous motivation and African American adults reported higher self-efficacy compared to White adults. Hispanic and African American adults had more diabetes risk factors than White adults, including greater family history of diabetes, hypertension, sugar-sweetened beverage consumption, physical inactivity and food insecurity. In conclusion, participants reported high levels of autonomous motivation and self-efficacy at baseline, with Hispanic and African American adults reporting higher levels of some psychosocial factors related to behavior change, suggesting a significant opportunity to engage a diverse population of adults with prediabetes in diabetes prevention strategies. However, Hispanic and African American participants showed greater diabetes risk factors levels. Diabetes prevention efforts should address both to reduce diabetes incidence.

Measuring self-regulation after nutrition education modules with Self Determination Theory (SDT) intervention among teachers with or at Risk Metabolic Syndrome.

OBJECTIVE: This study aims to measure changes in autonomy in groups that have been given nutrition education by applying the SDT concept. METHODS: The non-randomized pre-post intervention study design involved 63 teachers in the intervention group and 60 teachers in the control group. Nutrition education by applying the SDT concept and measurement is carried out using the Treatment Self-Regulation Questionnaire (TRSQ). RESULTS: The results showed that there was a significant change in support autonomy in the intervention group (p=0.034) and not in the control group. Controlled variables and amotivation did not show significant differences in the two groups, but changes for the better occurred in the intervention group. CONCLUSION: The application of the SDT concept can increase support for autonomy. This is expected to support sustainable behavior change.

Development and evaluation of the Motivation to Limit Screen-time Questionnaire (MLSQ) for adolescents.

OBJECTIVE: The aim of this study was to design and evaluate a brief scale to assess adolescents' motivation to limit their screen-time using a self-determination theory (SDT) framework. METHODS: The development and evaluation of the Motivation to Limit Screen-time Questionnaire (MLSQ) involved three phases. In Phase 1, experts in SDT were asked to review the content validity of the MLSQ items. In Phase 2, adolescent boys (N=342, mean age=12.7 ±.5 years) completed the MLSQ and the factorial validity of the model was explored. In Phase 3, adolescent boys (N=48, mean age=14.3 ± 1.3 years) completed the MLSQ on two occasions separated by 1-week. Phases 2 and 3 were conducted in New South Wales, Australia in 2012. RESULTS: Twenty four SDT experts reviewed the original scale items. Validity coefficients associated with six of the original eight items exceeded the threshold value (V>.68, p<.01). In Phase 2, the revised three-factor (9-items) model provided a good fit to the data (SRMR=.07, CFI=.96). The intraclass correlation (ICC) values were .67 for amotivation and .70 and .82 for controlled and autonomous motivation, respectively. CONCLUSION: This study has provided preliminary evidence for the validity and reliability of the MLSQ in adolescent boys.