NAME: ZAINAB

ROLL NO: 211520026

BS CLINICAL PSYCHOLOGY

COGNITIVE PSYCHOLOGY

SECTION: PSY205-D

SUBMITTED TO: MISS AMNA ISHAQ

Teacher and Student Relationship at Universty:
Summary
The "belongingness hypothesis," which asserts that "human beings are fundamentally
and pervasively motivated by a need to belong, that is, by a strong desire to form and
maintain enduring interpersonal attachments," was put forth by Baumeister and Leary
in a 1995 review article that focused on the human need to belong (p. 522). More
studies have revealed that positive connections affect people's potential to achieve
particular goals in a variety of educational contexts, as well as their motivation, social
skills, and overall wellbeing (e.g., Bergin & Bergin, 2009). The theoretical and practical
issues with the TSR idea in higher education are covered in this section. The multi-
dimensional and context-dependent features of TSR are the topics we will then
examine. Then, we examine empirical research that has examined a range of TSR
features. TSRs form between adults in higher education, as will be covered in the section
on the "care construct" later in this article, but in the school setting, relationships form
between an adult and a kid or teenager. Additionally, interactions between professors
and students are often less frequent in university settings where learning spaces are
more dispersed.
Additionally, university educators are expected to engage in other intellectual activities
in addition to teaching, with outstanding research often earning more acclaim than
quality teaching in the academic community.The second element relates to particular
TSR-related features that either become more or less significant with time. For instance,
the TSR feature of "dependency" is relevant to studies of younger students (such as
those in kindergarten and primary school), but it becomes less significant as students
get older and develop greater levels of independence as learners. As a result, secondary
school scholars have removed the reliance component from their operationalizations of
TSR (Ang, 2005). We made an attempt to distinguish between two primary
characteristics that can be used to describe TSR in higher education by looking at the
literature on the subject and using the results of school research (see Figure 1, middle
part on Quality):
The foundation for safe and affective relationships that result in positive experiences is
the affective dimension, which explains the relationship that develops between students
and teachers. The support component, which outlines the assistance required by TSR to
ensure students' success in higher education (e.g., teachers setting clear expectations,
answering emails promptly). According to the "belongingness theory" (Baumeister &
Leary, 1995), it is anticipated that TSR will have an impact on both the student and
instructor groups involved in the interaction. The association between TSR and teacher
factors is under-researched across all sectors of education, from school to university, as
highlighted by Spilt, Koomen, & Thijs's (2011) review of this literature. Despite some
empirical evidence that TSR is essential for students' successful learning at universities
(see the following chapter), this association has not received enough attention. The
higher-education literature from recent decades contains a sizable amount of research
concentrating on the significance of many elements (including TSR) on students'
effective study progress. TSR can be viewed as a requirement for all students to learn
effectively, but it appears to be especially important for at-risk students in terms of their
decision to continue their studies or drop out. There have been few studies on
interactions' role in the development of TSR (Wilcox et al., 2005). However, in order to
achieve great outcomes for both students and teachers as well as an overall
improvement in teaching quality, it is crucial to conduct research in this area to
ascertain how to promote the formation of positive TSR. In this section, we go over how
crucial teacher-student interactions are to TSR.
This paper's main goal was to give a summary of the research on TSR in higher
education. TSR has become a significant concept in educational research conducted in
school and early childhood settings, but it is still relatively unexplored in studies of
higher education. In light of our findings, TSR ought to be viewed as an important area
of research in higher education.
Critical Analysis:
This paper's main goal was to give a summary of the research on TSR in higher
education. TSR has become a significant concept in educational research conducted in
school and early childhood settings, but it is still relatively unexplored in studies of
higher education. TSR should be treated as a pertinent construct in higher education as
well, according to this review's findings, as it directly influences students' effective study
progress, including elements like course satisfaction, retention, learning strategies, and
achievement.
Additionally, it has shown that the empirical support for the effects of TSR on university
professors is not as complete and unambiguous. TSR is likely to have an impact on
university instructors as well, perhaps through the adoption of specific teaching
strategies that have an impact on the calibre of instruction.
Implication:
In light of our findings, TSR ought to be viewed as an important area of research in
higher education. Future research has been steered into several promising directions.
These are provided as a heuristic framework in the section that follows and could be
helpful in directing future studies on TSR in higher education.