Student-Teacher Relationships and Human Flourishing: Preliminary Findings from Brazil
Felipe Aurélio dos Reis *
School of Education, Federal University of Paraná, Curitiba, Paraná, Brazil.
Josafá Moreira da Cunha
School of Education, Federal University of Paraná, Curitiba, Paraná, Brazil.
*Author to whom correspondence should be addressed.
Abstract
Background: Education's role in holistic student development, including enhancing their socio-emotional skills and well-being, is widely recognized. Brazil has incorporated these skills into its curriculum, emphasizing a positive school environment. The quality of student-teacher relationships plays a vital role in students' flourishing, but there is limited evidence on these processes in majority-world contexts such as Brazil.
Objective: This study examines the association between student-teacher relationships and human flourishing among Brazilian adolescents.
Methods: Data from 2,760 adolescents enrolled in vocational high schools in Brazil is used. The Diener's Flourishing Scale (2009) and a teacher-student relationship measure were used. Hierarchical regression analysis examined age, gender, and student-teacher relationships as predictors of flourishing.
Results: Boys exhibited slightly higher flourishing than girls. The quality of teacher-student relationships significantly contributed to flourishing, explaining an additional 9% of variance above and beyond the effects of age and gender.
Conclusion: This study underscores the significance of teacher-student relationships for well-being in a majority-world context. Gender differences were noted, with boys reporting higher flourishing. The results suggest the need for further research to refine educational practices that promote student thriving.
Keywords: Flourishing, well-being, student-teacher relationship, adolescence
How to Cite
References
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