Eu opean Jou nal o Psychology o Educa ion (2020) 35:1–20
h ps://doi.o g/10.1007/s10212-019-00413-z
Humanizing and conduci e o lea ning:
an adolescen s uden s’pe spec i e on he cen al
a ibu es o posi i e ela ionships wi h eache s
Abs ac
The aim o his quali a i e s udy was o iden i y cen al a ibu es o posi i e ela ionships wi h
eache s om he adolescen s uden s’pe spec i es ha could help delinea e he meaning o
s uden – eache connec edness while explo ing o wha ex en i s main a ibu es we e simila o
di e en in England and Spain. As pa o he EU- unded p ojec “Well-being among Eu opean
you h: The con ibu ion o s uden - eache ela ionships in he seconda y-school popula ion”,we
conduc ed ocusg oupsinEnglandandSpainwi h42s uden saged11 o18yea s.Usinga
bo om-up app oach o hema ic analysis, we iden i ied wo main a ibu es ha we e linked o
posi i e ela ionships wi h eache s as seen by ou pa icipa ing s uden s om England and Spain:
humanizing ela ionships, in which he s uden s a e acknowledged and espec ed as indi iduals
and eel unde s ood and suppo ed by hei eache s; and ela ionships conduci e o lea ning,
encompassing aspec s such as a pe cep ion o a genuine commi men wi h hei lea ning on he
pa o he eache s, a posi i e class oom managemen , and eache s mo i a ing s uden s. This
s udy con ibu es o he concep ualiza ion o s uden – eache connec edness and p o ides use ul
insigh s o eache s and educa ional p o essionals. In addi ion, he s udy indings poin ed o he
impo ance o powe and au ho i y dynamics in s uden – eache ela ionships ha os e o
unde mine connec edness, and hey e ealed some c oss-cul u al di e ences in he ole o
emo ions in he class, wo impo an aspec s which dese e u he a en ion in u u e esea ch.
Keywo ds S uden – eache ela ionships .Adolescence .Schools .Connec edness .Quali a i e
esea ch .Focus g oups
Ha ing a signi ican ela ionship wi h a leas one adul in hei li e has been conside ed one o
he mos powe ul asse s o young people’s heal h (Mas en 2001). Beyond he amily, eache s
Elec onic supplemen a y ma e ial The online e sion o his a icle (h ps://doi.o g/10.1007/s10212-019-
00413-z) con ains supplemen a y ma e ial, which is a ailable o au ho ized use s.
*I ene Ga cía-Moya
i.ga cia-moya2@he s.ac.uk
Ex ended au ho in o ma ion a ailable on he las page o he a icle
Published online: 2 Feb ua y 2019
I ene Ga cía-Moya
1,2
&Fiona B ooks
1,3
&Ca men Mo eno
2
Recei ed: 23 May 2018 /Re ised: 29 Decembe 2018 /Accep ed: 8 Janua y 2019
#The Au ho (s) 2019
/
ha e been conside ed o be s a egically loca ed o become signi ican adul s o hei s uden s
and nume ous s udies ha e empi ically demons a ed he posi i e impac in lea ning and well-
being when a posi i e s uden – eache ela ionship is es ablished (Roo da e al. 2011;Suldo
e al. 2009). Fo example, a igo ous me a-analysis (Roo da e al. 2011) concluded ha
s uden – eache ela ionships showed signi ican medium o la ge associa ions wi h school
engagemen , and ha he a ec i e quali y o ela ionships no only emained impo an bu
e en became mo e in luen ial o adolescen s uden s’engagemen and achie emen .
2 I. Ga cía-Moya e al.
Howe e , he e seems o be a lowe likelihood o posi i e s uden – eache ela ionships
being es ablished du ing he adolescen yea s (Reddy e al. 2003). Fac o s such as he educ ion
o he ime adolescen s spend wi h each eache in seconda y schools o he emphasis on
discipline and li le oom o s uden s’pa icipa ion ha e been associa ed wi h his end ( o
u he discussion, see Eccles and Roese 2009). The po en ial o de elop s uden – eache
ela ionships wi h a posi i e impac in young people’s well-being seems o be he e bu i is
less o en ealized in he seconda y school yea s (Ga cía-Moya e al. 2015; Reddy e al. 2003),
which some au ho s ha e a ibu ed o a misma ch be ween school cha ac e is ics and adoles-
cen s uden s’needs (Eccles e al. 1993). Da ling e al. (2003) s a ed ha eache s a e no
salien igu es o mos adolescen s and only p o ide addi ional ins umen al suppo , bu his
is in con as wi h he iew ha eache s can become in luen ial non-pa en al adul s in young
people’s li es (E ickson e al. 2009) and s udies which emphasize eache s as impo an
sou ces o emo ional suppo (Suldo e al. 2009).
Cons uc s such as connec edness (Townsend and McWhi e 2005) and belongingness
(Baumeis e and Lea y 1995) ha e been applied o he school con ex o y o unde s and he
impo ance o de eloping s able posi i e in e ac ions wi h eache s. These cons uc s e e o a
“pe asi e d i e”o “powe ul need” o main ain some las ing signi ican in e pe sonal
ela ionships cha ac e ized by posi i e in e ac ions (Baumeis e and Lea y 1995;Townsend
and McWhi e 2005). Howe e , ecen e iews (Allen e al. 2018; Ga cía-Moya e al. 2018)
poin ou ha , when applied o he school se ing, hese cons uc s ha e been a iously de ined
and ope a ionalized. The e o e, addi ional wo k is needed o achie e a clea e concep ualiza-
ion o hese cons uc s.
The unde s anding o s uden – eache ela ionships can be enhanced by quali a i e explo-
a ions o adolescen s uden s’ iews on wha makes he di e ence be ween he allegedly
educed numbe o eache s adolescen s end o de elop meaning ul ela ionships wi h and he
es o eache s hey egula ly in e ac wi h. When e lec ing on hei lea ning expe iences, i is
common ha s uden s single ou speci ic eache s and s uden s e e no only o ins uc ional
bu also o hei in e pe sonal skills in hei desc ip ions o hese memo able eache s (Koehle
e al. 2016). The e o e, in his pape , we use he e m s uden – eache connec edness o e e o
his special ype o posi i e in e pe sonal ela ionship ha s uden s can de elop wi h some o
hei eache s and we y o iden i y cen al a ibu es o such ela ionships.
As many o he a eas in psychology o educa ion, he s udy o s uden – eache ela ionships
has been domina ed by quan i a i e esea ch, bu quali a i e s udies ha e p o ided addi ional
aluable insigh s. Fo example, hey ha e been use ul in oicing he pe spec i es o adoles-
cen s om immig an communi ies (Reed and Wexle 2014) and ju enile o ende s (Allen
e al. 2016)o o explo e in mo e dep h adolescen s’ iews abou speci ic aspec s, such as he
pe cep ion o being known (Chhuon and Wallace 2014) and he expe iences o s uden s ha
nomina e a eache as a e y impo an pe son in hei li e (Yu e al. 2018).
To con ibu e o expanding his body o quali a i e esea ch, he p esen s udy ocuses on
he unde s anding o expe iences o connec edness wi h eache s (wha is he di e ence
be ween ela ionships wi h hese eache s and he es ?) in a gene al adolescen popula ion.
Speci ically, he aim o his s udy, which is pa o he b oade EU- unded p ojec Well-being
among Eu opean you h: The con ibu ion o s uden - eache ela ionships in he seconda y-
school popula ion, was o iden i y some cen al a ibu es o posi i e ela ionships wi h
eache s ha could help delinea e he meaning o s uden – eache connec edness om he
pe spec i e o adolescen s uden s.
Using a c oss-cul u al app oach o his explo a ion can p o ide addi ional insigh s o he
concep ualiza ion o s uden – eache connec edness. Connec edness and o he ela ed concep s
such as belongingness o ela edness ha e been concep ualized as undamen al human needs
(Baumeis e and Lea y 1995; Townsend and McWhi e 2005), so i may be possible o
iden i y key aspec s in s uden – eache connec edness ha a e common in di e en cul u al
con ex s. On he o he hand, educa ional sys ems’dissimila i ies o cul u al di e ences may
well esul in dis inc ea u es o s uden – eache connec edness ac oss coun ies.
To explo e hese aspec s, he p esen s udy was conduc ed in England and Spain, wo
coun ies whose educa ional sys ems p esen some simila i ies bu also impo an di e ences
(see Appendix 1). Cul u al di e ences ha e also been documen ed, wi h Medi e anean
coun ies such as I aly o Spain being desc ibed as mo e collec i is ic and less indi idualis ic
han England (e.g., Monks e al. 2008). Focusing on s uden s’p o iles, one o he ea u es in
UK s uden s is hei high achie emen mo i a ion and e y compe i i e spi i , whe eas he
pe cen age o s uden s in Spain ha see hemsel es as ambi ious and wan o be he bes in
hei class is lowe han he OECD a e age (OECD 2017). The same sou ce showed ha Spain
had he highes sco es o all pa icipa ing coun ies in s uden s’social in eg a ion in school
(OECD 2017).
Me hods
Pa icipan s
Fo y- wo s uden s aged 11 o 18 yea s, 19 om a sou he n coun y in England (UK) and 23
om a sou he n ci y in Spain, pa icipa ed in his quali a i e s udy. Po en ial pa icipan s we e
con ac ed ia schools and ia pa en s and we e p o ided wi h an in o ma ion shee desc ibing
he aims o he s udy o make hei in o med decision on pa icipa ion. Bo h pa en s’and
s uden s’consen s we e ob ained.
In e ms o he cha ac e is ics o pa icipan s’schools, some di e si y was achie ed in bo h
se ings. In England, pa icipan s came om mixed (50%) and single-sex (50%) s a e schools,
he majo i y (72.2%) om non- eligious schools. In Spain, pa icipan s a ended mixed
schools, mos ly s a e schools (67%) and non- eligious schools (71%). Al hough he socioeco-
nomic backg ound o he pa icipan s was no di ec ly assessed, p oxy school and school a ea
in o ma ion indica e ha pa icipan s did no come om socioeconomically disad an aged
schools.
Da a collec ion and ma e ials
We used ocus g oups, which anged in size om 4 o 8 pa icipan s, o collec he da a. Small
ocus g oups in which pa icipan s knew each o he we e chosen because hey a o a good
appo and acili a e ha s uden s can openly sha e hei expe iences (B aun and Cla ke 2013)
Humanizing and conduci e o lea ning: an adolescen s uden s’... 3
while p o iding each pa icipan wi h enough ime and oppo uni y o exp ess hei iews. All
ocus g oups we e acili a ed by he same esea che , using he opic guide in Appendix 2.
The ocus g oups s a ed wi h b oad open ques ions and la e asked he s uden s o
ocus hei accoun s abou he eache s hey el close o o mo e connec ed wi h. A he
end, pa icipan s we e always asked o o he aspec s ha hey el we e impo an bu
had no been co e ed and each pa icipan was indi idually asked o p o ide a summa y
by comple ing he sen ence: “S uden - eache ela ionships would be be e i …” While
keeping wi h ha gene al s uc u e, he guide was used lexibly, wi h ollow-up ques ions
o u he p obe on he iews exp essed by he pa icipan s being p io i ized o e
co e ing each o he examples o ques ions in he guide. Each ocus g oup las ed
Da a analysis
Focus g oups we e eco ded and ansc ibed e ba im. Thema ic analysis (B aun and
Cla ke 2013) was used o iden i y meaning ul hemes in da a and o ob ain an
o ganized and ich desc ip ion o adolescen s’ iews abou he key a ibu es o
posi i e ela ionships wi h eache s. The hemes we e gene a ed om he da a using
a bo om-up da a-d i en app oach. We adop ed his app oach o maximize in es iga-
i e dep h and illumina i e e ili y (Shank and Villella 2004); he a ionale was ha
applying an a p io i heo e ical amewo k was likely o limi he scope o analyses,
di ec ing hem in p e-speci ied di ec ions and educing hei sensi i i y o new in-
sigh s. The analyses included he six phases usually ecommended o igo ous
hema ic analysis (see, e.g., Cla ke e al. 2015). In sho , a e se e al eadings o
he ansc ip s o amilia ize wi h he da a, a esea che p oceeded wi h coding he
ansc ip ions using an induc i e i e a i e p ocess. Ini ial and highe -le el coding we e
discussed wi h ano he esea che a di e en poin s o he p ocess as pa o an
in e ac i e coding e ining p ocess ha , a e ecu si e phases o mapping and
e iewing he candida e hemes i wi h he da a, concluded wi h he de ini ion o
he hemes and sub hemes used o s uc u e w i ing. The o he esea che ac s as an
addi ional analy ic audi o . Thanks o he ongoing discussion o he coding and
e ining s eps among he esea che s and epea edly going back o he da a o check
p o isional in e p e a ions’sensi i i y in cap u ing pa icipan s’ iews, his s a egy
has se e al bene i s: an in-dep h engagemen wi h he da a, inc eased openness o
al e na i e in e p e a ions and o he iden i ica ion o complexi ies and inconsis encies
in he da a, and a educed isk o unc i ically imposing he esea che ’s implici ideas
on he da a.
Fo p esen ing he s udy indings, a na a i e app oach is used in which main hemes
a e desc ibed and illus a ed wi h ac ual quo es selec ed om he ocus g oups, paying
a en ion o a balance be ween selec ing mos clea and i id examples wi h using
ex ac s om as many di e en pa icipan s as possible (B aun and Cla ke 2013).
Adap a ions made o he quo es p esen ed in he “Resul s”sec ion include using pseu-
donyms ins ead o he pa icipan s’ eal names and dele ing epe i ions, hesi a ions, o
ille s (“like,”“and so,”e c.) ha did no in o m in e p e a ion o acili a e eading. In
addi ion, al hough ma e ial was analyzed in i s o iginal language, we p esen ex ac s
om Spain ansla ed in o English o make he esul s accessible o non-Spanish
speake s. Un ansla ed quo es om ocus g oups in Spain a e a ailable in Appendix 3.
4 I. Ga cía-Moya e al.
app oxima ely 50 minu es.
Humanizing and conduci e o lea ning: an adolescen s uden s’... 5
Resul s
The in e p e a ion o ini ial coding and highe -le el coding esul ed in he iden i ica ion o wo
b oad hemes in adolescen s’desc ip ions o posi i e ela ionships wi h hei eache s: human-
izing ela ionships and ela ionships conduci e o lea ning.
Humanizing ela ionships
The heme humanizing ela ionships g oups di e en elemen s ha inco po a e a pe sonal
dimension in o s uden – eache in e ac ions (Table 1desc ibes his heme and i s sub hemes).
Humanizing ela ionships can be de ined as hose ha o e a depa u e om ansac ional
s uden and eache oles by paying a en ion o he pe son beyond he lea ne , wi h salien
ea u es including an indi idualized kind o pe sonal in e ac ion, inc eased mu ual unde s and-
ing, and he a ailabili y o suppo ha is esponsi e o he s uden ’s needs.
Respec ul and indi idualized pe sonal in e ac ion S uden s exp essed a need o be isible
and ecei e indi idual a en ion in o de o connec wi h a eache , bu equen ly encoun e ed
awhole-class app oach o eaching:
-Ophelia: I hink hey’ e so busy eaching e e yone else ha hey like don’ no ice you,
and hey jus like no ice e e yone else ha ’s lis ening.
-Be y: I hink as a whole hey’ e ying o ocus on he whole class a he han indi idual
people.
(England, 13–14 yea s)
S uden s esis ed ha iew o hem as a collec i e anonymous mass and wan ed hei eache s
o know hem as indi iduals, wi h aspec s such as eache s add essing hem by name, being
Table 1 Desc ip ion o he heme humanizing ela ionships and i s sub hemes
Humanizing ela ionships
The s uden s eel hey a e known and espec ed as indi iduals and ha eache s in e ac wi h hem a a pe sonal
le el, which in u n allows o hem o see a di e en side o hei eache s. The e is a pe sonal o humanizing
dimension p esen in s uden – eache in e ac ions, a he han ela ionships being neu al and unidimensional,
in he sense o es ic ed o an exclusi e subjec - o g ade-cen e ed ocus.
Respec ul and indi idualized pe sonal in e ac ion:
The s uden desc ibes pe sonal posi i e in e ac ions wi h he eache in which he human side o he eache is
shown and he s uden eels hey a e known and espec ed as pe sons by he eache .
Empa hy and pe spec i e aking:
The eache is pe cei ed as sympa he ic and unde s anding in hei in e ac ion wi h he s uden and mo e b oadly
hey a e able o see hings om he s uden s’pe spec i e.
Suppo :
The eache is seen as an app oachable pe son, willing o help he s uden i hey needed i wi h academic and
non-academic p oblems.
6 I. Ga cía-Moya e al.
able o ecognize hei wo k, o desc ibing hei indi idual le el in a class o hei pas wo k in
some de ail in e en s such as pa en e enings being conside ed o undamen al impo ance:
-Anna: Well I also hink like when we ha e pa en ’s e ening you can eally ell which
eache s know you pe sonally and he ones ha don’ ca e abou like, hey jus kind o
say ‘oh you’ e wo king a his le el’and ha ’s i , bu o he s know like wha wo k you
did las week…
-I ene: Yeah. Like how you’ e doing in class.
-Anna: …i kind o makes you eel mo e close o hem and yeah.
-I ene: Some, yes, like one o ou eache s li e ally goes ‘oh so y, who a e you again?’
And i ’slikeyou’ e augh us since Sep embe , you know, he leas you could do is lea n
ou names because ha ’s a hing, ha ’s like he i s hing you do when you mee a
pe son is you go ‘oh wha ’syou name?’And i ’spoli eandi ’s like jus , i ’s no e y,
you jus wan o connec wi h he eache and when hey don’ e en know you name
how can you do ha ?
(England, 15–16 yea s)
Acco ding o he s uden s, some eache s made an e o o engage in mo e pe sonal in e ac-
ions, e en c ea ing speci ic spaces o ge o know all hei s uden s be e . Magdalena (Spain,
15–16 yea s, ansla ed) alked abou a eache o he who o ganized egula assemblies in he
class: “ o know his s uden s, in like he asks ques ions o we alk abou a bi o e e y hing, so
ha he knows he s uden s and we ge on well wi h he eache . I hink ha , i we did ha wi h
some eache s, being in class would be be e , ha he ela ionship wi h eache s would be
di e en i hings we e done like ha .”. Howe e , o he eache s we e pe cei ed as only
conce ned o academic aspec s, such as complying wi h hei lesson plan o he s uden s’
academic achie emen in hei subjec .
Being able o see he human ace o he eache was an impo an aspec o a mo e
pe sonalized s yle o in e ac ion. F om he s uden s’accoun s, i would appea ha he pe son
he eache is ge s hidden by a pa icula way o enac ing eache –s uden in e ac ions ha is
o mal and disconnec ed. E en ela i ely small humanized in e ac ions ha e ealed a mo e
pe sonal side o he eache made he s uden s eel mo e connec ed. Fo example, some
eache s c ea e oppo uni ies o see “a di e en side”o he eache when hey use some ime
a he beginning o end o he class o cha wi h he s uden s in o mally, use sense o humo , o
sha e pe sonal anecdo es du ing hei lessons:
Abel (Spain, 17–18 yea s, ansla ed): Yeah, and o me a good eache is someone who
ansla es hei subjec in o li e, like hei li e. Fo example, a eache ha along wi h
hei subjec ells you lo s o anecdo es ha hey ha e li ed, ha ha e happened o hem,
and wi h ha ype o eache s is wi h he ones ha I would ha e mo e us , because
since hey ha e b ough hei li e close o me by alking abou i in class, hen I would
da e o ell hem hings abou mine.
Hen y (England, 14 yea s): I hink ha when eache s ha e a joke wi h you, ha makes
hem a lo be e . Ins ead o jus being se ious all he ime, i hey can ha e a laugh wi h
you, hen you gi e hem mo e espec o ha and hen when hey ell you o do you
wo k you will.
Humanizing and conduci e o lea ning: an adolescen s uden s’... 7
When asked abou he impo ance o eache s sha ing anecdo es o making jokes, some
pa icipan s linked his o eeling close o eache s, as opposed o o he eache s’beha io
ha was pe cei ed as ac i e e o s o keep dis ances wi h s uden s:
-Lydia: Because i makes us eel…
-An onio: Be e .
-Lydia: Yeah.
-Paco: Simila o hem.
-Diego: Mo e com o able […] Like close , as i we we e iends wi h hem, ha hey
e en ell us hei hings.
-Facili a o : Ok, ha you eel ha you ell hem a bi bu hey also ell you?
-Diego: Yeah.
-Cla a: O cou se we know ha hey a e ou eache s, ha we ha e o beha e well wi h
hem and all ha , bu he e is no need o s a o… ha some eache s go oo a !
-Facili a o : How do hey go oo a ? Tell me a bi abou i because I don’ know e y
well…
-Cla a: Fo example, las yea , when one eache en e ed, we all had o s and up and hen
si down, ha i seemed…
-An onio: T ue, yeah, and his yea we also ha e o do i .
-Cla a: … ha i seems as i we a e soldie s o some hing like ha !
(Spain, 13–14 yea s, ansla ed)
As wi h i uals used by he eache s o asse an au ho i y posi ion, some imposed
no ms had a de-pe sonalizing e ec and nega i ely a ec ed he ela ionship wi h
eache s. In se e al o he younge g oups, e y s ong iews we e exp essed abou
eache s’ ules ha es ablished embodied con ol, such as oile ules (some s uden s
had o ask o a pass o go o he oile , we e allowed o go only once o a e some
minimum ime a e a b eak had passed, e c.). S uden s saw such embodied con ol as
an un ai and un easonable exe cise o powe and explained ha hose ules made
hem eel “con olled”and “pe secu ed”. Simila ly, eache s’dis ega d o s uden s’
opinions pu in jeopa dy he espec ul kind o in e ac ion linked o humanizing
ela ionships ha os e connec edness. Cla a (13–14 yea s, Spain, ansla ed) alked
abou a eache “who says ha he s uden s’opinion is wo hless, says ha s uden s
ha e been gi en much eedom and ha i should no be like ha ”, wi h he es o
pa icipan s in he g oup exp essing hei unease wi h his posi ion.
In con as , ou -o - he-class ac i i ies, such as ex acu icula ac i i ies and school
ips, we e seen as p o iding a space in which oles become mo e elaxed and
ho izon al, which made i possible o o e come some o he bounda ies expe ienced
in he class.
Rosalía (Spain, 15–16 yea s, ansla ed): Recen ly, we came back om he end-o - he-
yea ip and h ee eache s wen ha a e known as he co po als, he colonels [laughs]
And when we le we said ‘we a e going o ha e a bad ime wi h hese eache s because
hey a e going o be e y s ic wi h us’, bu when we a i ed he e, i was be e han
wi h he ones we conside he bes , you know? And i was as i we had known a di e en
side o he eache s and we now know ha hey a e no like ha , ha hey a e ac ing
ough!
8 I. Ga cía-Moya e al.
Empa hy and pe spec i e aking Ano he aspec highly alued by he s uden s was a
eache ’s abili y o see hings om he s uden s’pe spec i e and a gene al deg ee o empa hy
wi h each s uden ’s si ua ion.
On a gene al le el, s uden s some imes had he imp ession ha eache s unde s ood hem
simply om a eache ’s discou se in p esen ing he subjec o a way o o ganize he class ha
was sensi i e o s uden s’p e e ences o eelings:
Daniella (England, 15–16 yea s): Bu also when hey unde s and like us. I i ’sa
Monday mo ning and i ’s he i s lesson, we’ e all i ed, hey’ e like ‘I unde s and i ’s
Monday mo ning bu come on le ’s…’, like hey unde s and. They sympa hise wi h you.
A main ocus o s uden s’discussion unde his heme was whe he eache s we e able o see
hings om he s uden s’pe spec i e when hey ecognized ha a subjec may be di icul and
ha s uden s may s uggle o unde s and some hing. Feelings o disconnec ion we e o en
exp essed as esul ing om eache s who ailed o conside ha and showed a ce ain deg ee o
ixa ion in hei pe cep ion o he con en o a pa icula way o do o explain hings ha hey
used o all he s uden s:
-Rosalía: ‘Because i ’s logical!’How logical? I is logical o you! [laughs]
-Ángela: Tha ’s i ! I is logical o you who s udied ha deg ee, o me who I’m hea ing
i o he i s ime, I don’ ge i .
-Magdalena: Like hey a e saying i is e y easy.
-Rosalía: ‘Logically’,‘Logically’. Yeah, su e, logically…
-Ángela: And also, like in wo plus wo equals ou . And igh i is logical o you
because you s udied Ma hs, bu I may no unde s and i , hen you ha e o spend mo e
ime in ha wo plus wo, you know? Tha hey ake mo e ime… ha hey don’ ake
e e y hing o g an ed.
-Magdalena: O when hey explain ha hing you don’ unde s and, ha hey y o use a
di e en way o explain i o you. Tha hey explain i again in he same way and you may
no unde s and i ha way, bu hey don’ wan o y ano he way o explaining i , and I
hink hey should y a di e en way o explain ha o you, so ha you unde s and.
(Spain, 15–16 yea s, ansla ed)
The way eache s in e p e ed s uden s’beha io was also men ioned as a sou ce o misunde -
s andings. On occasions, eache s we e pe cei ed as sel -cen e ed in hei pe spec i e o
in e p e a ions and s uden s el un ai ly judged, wi h he subsequen nega i e e ec in
ela ionships:
Linda (England, 11 yea s): Well, my eache is nice and I like he e y much and she
unde s ands my class, bu he e’s one eaching assis an ha doesn’ eally unde s and
any o he child en, and she jus hinks i ’s all abou he sel , so whene e a s uden says
some hing like an acciden , she won’ o gi e hem, she’ll be mad a hem […]She
doesn’ eally unde s and hem.
S uden s also alked abou empa hy a a b oade le el, as a desi e ha eache s we e unde -
s anding wi h s uden s’si ua ions ou side o he speci ic subjec o e en ou side school:
Ángela (Spain, 15–16 yea s, ansla ed): Tha also annoys me so much! They se a lo o
homewo k and you say you ha e an exam omo ow and hey say ‘Idon’ ca e’.Andi
Humanizing and conduci e o lea ning: an adolescen s uden s’... 9
is like ‘ ha I don’ ha e you subjec only!, do you know i ?’, I ha e many o he s and I
ha e a li e beyond you subjec , unde s and me a li le bi !
Felici y (England, 17–18 yea s): F om my expe ience some imes hings can ge s ess ul
and I need ex a ime o wo k and some imes hey’ e no willing o gi e me ex a ime
and i ’s kind o annoying because i ’s like hey don’ unde s and how much ime I ha e,
hey don’ unde s and I ha e o he subjec s and o he pieces o cou sewo k. So i can ge
qui e us a ing because hey kind o like o hink ha hei subjec is he mos
impo an , when we ha e a lo o o he subjec s as well.
Finally, some s uden s alked speci ically abou eache s’beha io in esponse o emo ional
displays. S uden s in each o he ocus g oups conduc ed in Spain sha ed expe iences in which
disconnec edness wi h speci ic eache s had esul ed om ha ing some emo ional p oblems o
which eache s had no esponded in a sensi i e manne :
-Rosalía: Yeah, he e a e some who ask you o s and up when you ace is ull o ea s.
You a e eeling bad and ask hem pe mission o go o he oile and hey won’ le you,
hey say ‘wai o a while’.
-Magdalena: [hal laughing] I seems ha hey like i o ha hey enjoy seeing you sad.
(Spain, 15–16 yea s, ansla ed)
These si ua ions se iously damaged he ela ionship wi h he eache and had a nega i e e ec
in he s uden s’well-being. Ande (Spain, 17–18 yea s, ansla ed) old ha he was su e ing an
anxie y a ack du ing a class and le he oom, and his eache c i icized his beha io and
wa ned him a e wa ds ha he may be penalized, and added “[…] and, well, he u h is ha I
igno ed ha comple ely, bu well, i is he e. Up o he ”. Simila ly, Cla a (Spain, 13–14 yea s,
ansla ed) men ioned a si ua ion in which she had a p oblem a home and s a ed c ying du ing
a lesson. She was old o s op c ying because ha was “good o no hing”and explained how
bad i made he eel: “[…] I el e en wo se because I was ha ing a bad ime and in addi ion o
ha hey ell you some hing else which makes you sink e en mo e, so you eel ye e en
wo se”. Cla a comple ed he sen ence “ ela ionships wi h eache s would be be e i …”
p ecisely unde lining he impo ance o emo ions o he :
To me i would be be e i hey showed an in e es and ca ed abou you eelings a li le
bi , and how you eel, and hey would lea e aside o some ex en he s uden - eache
ela ionship, and ac ed mo e a bi like a psychologis and hey unde s and, hey can help
you and all ha because some imes I don’ know who o go o.
S uden s in England did no sha e pe sonal si ua ions like he ones abo e. Thei only explici
e e ence o open emo ional displays was a b ie discussion abou a classma e wi h au ism who
some imes bu s in o ea s in class and how some eache s eac ed o his be e han o he s
(sending he s uden o he lib a y o e e ing hem o he s uden suppo se ice was seen by
he pa icipan s as a good esponse o ha si ua ion). I is di icul o know whe he hese
si ua ions a e less p e alen in England (ei he because s uden s end no o show hei
emo ions in class o because, i hey do, eache s espond in a way conside ed app op ia e
16 I. Ga cía-Moya e al.
and consis en in es ablishing and en o cing guidelines and limi s”(S einbe g 2001,p.7)
seems o be app ecia ed by adolescen s uden s in ela ionships wi h eache s whe e wa m h
and nu u ance c ea e a posi i e emo ional con ex .
Finally, emo ional aspec s p ecisely also had an impo an impac in he dynamics ha
os e o unde mine s uden – eache connec edness. S uden s’accoun s s essed he impo -
ance o eache s paying a en ion o hei emo ional well-being and being empa he ic wi h
hei emo ions, which suppo s he iew ha emo ions a e impo an o building a posi i e
clima e o ela ionships in he class (see Ga ne 2010, o a e iew). Howe e , some s uden s in
Spain (bu no in England) desc ibed si ua ions whe e eache s eac ed nega i ely o asked
hem o sup ess hei emo ional displays as impo an sou ces o disconnec ion.
Emo ion exp ession is mode a ed by cul u ally si ua ed display ules on he deg ee o and
ype o emo ional exp ession which is accep able in di e en social si ua ions and se ings
(Mesqui a and F ijda 1992). In addi ion, eache s can a y in he ex en o which hey exp ess
and allow emo ions o be exp essed in hei class: some ea emo ions as cen al, whe eas
o he s y o c ea e a ec i ely neu al class ooms (Ga ne 2010). The si ua ions desc ibed by
Spanish s uden s may a ise om a con lic be ween eache s’and s uden s’ iews on display
ules in he class, bu such con lic s we e no spon aneously desc ibed by he s uden s in
England. The Spanish cul u e may be mo e pe missi e wi h showing and alking abou
emo ions, bu whe he his esul s in a highe likelihood o dissonance wi h eache s ha y
o make he class an emo ionally neu al en i onmen in Spain o whe he , o example, i
ansla es in a highe likelihood o s uden s om Spain sha ing hese pe sonal expe iences in
he ocus g oups is di icul o say. Gi en he impo ance o emo ional aspec s in bo h coun ies
and he g owing o ganiza ional li e a u e linking emo ion- ule dissonance wi h dec eased well-
being (Hülshege and Schewe 2011), his is an in e es ing inding ha dese es u he
examina ion in u u e esea ch.
One limi a ion o his s udy is ha i elies on a con enience sample o adolescen s,
al hough his sample co e ed he key elemen s o di e si y connec ed wi h he s udy aims
(age and cul u al se ing). Examining o he po en ial sou ces o di e si y can complemen his
s udy. Fo example, quali a i e s udies using pu posi e sampling can explo e connec edness
expe iences o s uden s a ending speci ic ypes o school o heo e ical in e es , such as
disad an aged schools o schools whe e ca ing ela ionships ea u e p ominen ly in he school
ision. I mus also be no ed ha he s udy aim is no s a is ical gene aliza ion bu ge ing a
iche unde s anding o posi i e s uden – eache ela ionships and he phenomenon o s uden –
eache connec edness om he s uden ’s pe spec i e. This s udy indings can also p o ide a
use ul s a ing poin o quan i a i e esea ch in e es ed in quan i ying he equency o he
iden i ied expe iences o he size o po en ial indi idual di e ences in ep esen a i e samples
o adolescen s uden s.
Concluding ema ks and u u e di ec ions
This small-scale s udy con ibu es o expanding he cu en unde s anding and concep ualiza-
ion o s uden – eache connec edness. By lis ening o adolescen s uden s’ oices in wo
di e en coun ies, we we e able o iden i y se e al a ibu es o he cha ac e iza ion o his
concep . Al hough u he esea ch may po en ially iden i y addi ional aspec s o s uden –
eache connec edness, based on ou pa icipan s’ iews, a de ini ion o his cons uc should
emphasize a humanizing kind o pe sonalized eache –s uden in e ac ion, including he
Humanizing and conduci e o lea ning: an adolescen s uden s’... 17
s uden ’s pe cep ion ha eache s no ice and espec hem as an indi idual, a e sympa he ic and
can see hings om he s uden ’s pe spec i e, and ac as suppo i e igu es esponsi e o he
s uden ’s needs. Fu he mo e, s uden – eache connec edness was linked o a eache ’s abili y
o build a lea ning-enhancing class oom en i onmen , wi h key aspec s o ou pa icipan s
including he eache ’s genuine commi men o hei job, e ec i e and nu u ing managemen
o he class, and mo i a ing skills.
In ou iew, he ac ha hose we e common elemen s in s uden s om wo di e en
coun ies can be seen as an indica ion o hei cen ali y, which does no nega e he possibili y
ha connec edness expe iences may also di e om s uden o s uden a a ine g ain. In ac ,
ou esul s abou he ole o emo ions in he class and he kind o suppo needs s uden s oiced
p o ide some indica ion o his be ween-s uden a iabili y, an aspec which dese es u he
examina ion.
This s udy also p o ides use ul p ac ical implica ions o eache s and educa ional p o es-
sionals ha ha e been p esen ed along wi h he discussion o indings. To summa ize, he e is a
need o s ess he impo ance o he humanizing aspec s o s uden – eache ela ionships and o
challenge iews o p o essionalism ha can lead seconda y eache s o app oach ela ionships
wi h s uden s om a s andpoin o p o essional and emo ional dis ance (see also Ca 2005;
Ha g ea es 2000). Simila ly, i is undamen al o wo k owa d a mo e dialogical and nego i-
a ed iew o au ho i y, since he coe ci e and dominan beha io s some eache s use end o
unde mine a he han ein o ce hei au ho i y in he eyes o he s uden s. Bo h aspec s should
be add essed in ini ial and con inuous eache aining.
Finally, he in-dep h explo a ion and li le design cons ain s in his s udy p o ed use ul in
e ealing impo an non-an icipa ed aspec s. This opens he doo o addi ional lines o u u e
esea ch, such as explo ing he ex en o which eache s and s uden s ha e sha ed o disc epan
iews abou class oom powe -au ho i y dynamics and emo ion exp ession, and examining
con inui ies and discon inui ies be ween adolescen s’ ela ionships wi h hei pa en s and wi h
hei eache s.
Funding This p ojec has ecei ed unding om he Eu opean Union’s Ho izon 2020 esea ch and inno a ion
p og am unde he Ma ie Sklodowska-Cu ie g an ag eemen No 657482. D . I ene Ga cía-Moya has ecei ed
inancial suppo h ough he Pos doc o al Junio Leade Fellowship P og amme om “la Caixa”Banking
Founda ion (LCF/BQ/LR18/11640009).
Compliance wi h e hical s anda ds
E hical app o al was ob ained om he ele an bodies, speci ically he Uni e si y o He o dshi e E hics
Commi ee o Heal h and Human Sciences (HSK/SF/UH/02456) and he Comi é Coo dinado de É ica de la
In es igación Biomédica de Andalucía (PEIBA: 0188-N-17).
Open Access This a icle is dis ibu ed unde he e ms o he C ea i e Commons A ibu ion 4.0 In e na ional
License (h p://c ea i ecommons.o g/licenses/by/4.0/), which pe mi s un es ic ed use, dis ibu ion, and ep o-
duc ion in any medium, p o ided you gi e app op ia e c edi o he o iginal au ho (s) and he sou ce, p o ide a
link o he C ea i e Commons license, and indica e i changes we e made.
Publishe ’sno e Sp inge Na u e emains neu al wi h ega d o ju isdic ional claims in published maps and
ins i u ional a ilia ions.
18 I. Ga cía-Moya e al.
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I ene Ga cía-Moya. CRIPACC, School o Heal h and Social Wo k, Uni e si y o He o dshi e,College Lane
Campus, Ha ield, He o dshi e AL10 9AB, UK; Depa men o De elopmen al and Educa ional Psychol-
ogy, Uni e si y o Se ille, C/ Camilo José Cela s/n 41018 Se ille, Spain.E-mail: i.ga cia-
moya2@he s.ac.uk
Cu en hemes o esea ch:
School expe iences. S uden – eache ela ionships and well-being. Schools and amily as key educa ional
con ex s in adolescence.
Mos ele an publica ions in he ield o Psychology o Educa ion:
Ga cía-Moya, I., Bunn, F., Jiménez-Iglesias, A., Paniagua, C., & B ooks, F. (2018). The concep ualiza ion o
school and eache connec edness in adolescen esea ch: A scoping e iew o li e a u e. Educa ional
Re iew. doi: 10.1080/00131911.2018.1424117
Ga cía-Moya, I., B ooks, F., & Spence , N. (2018) School-le el ac o s associa ed wi h eache connec edness: A
mul ile el analysis o he s uc u al and ela ional school de e minan s o young people’sheal h.Jou nalo
Public Heal h, 40(2), 366–374. doi: 10.1093/pubmed/ dx089
Ga cía-Moya, I., Jiménez-Iglesias, A. & Mo eno, C. (2017) The con ibu ion om ela ionships wi h pa en s and
eache s o he adolescen sense o cohe ence (SOC). Do p osociali y and hype ac i i y-ina en ion also play
a signi ican ole? Young, 25(4) 391–406. doi: 10.1177/1103308816646672
Sánchez-Queija, I., Ga cía-Moya, I. & Mo eno, C. (2017). T end analysis o bullying ic imiza ion p e alence in
Spanish adolescen you h a school. Jou nal o School Heal h 87(6), 457–464. doi:10.1111/josh.12513
Ga cía-Moya, I., B ooks, F., Mo gan, A., & Mo eno, C. (2015). Subjec i e well-being in adolescence and eache
connec edness. A heal h asse analysis.Heal h Educa ion Jou nal, 74(6), 641–654. doi: 10.1177/
0017896914555039
Fiona B ooks. Facul y o Heal h, Uni e si y o Technology Sydney, PO Box 123 B oadway, Sydney NSW
2007, Aus alia; CRIPACC, School o Heal h and Social Wo k, Uni e si y o He o dshi e, College Lane
Campus, Ha ield, He o dshi e AL10 9AB, UK. E-mail: iona.b ooks@u s.edu.au
Cu en hemes o esea ch:
De e minan s o young people’s heal h and well-being. S udy o heal h asse s o young people. Adolescen s’and
child en’s oices in heal h encoun e s.
Mos ele an publica ions in he ield o Psychology o Educa ion:
Ga cía-Moya, I., Bunn, F., Jiménez-Iglesias, A., Paniagua, C., & B ooks, F. (2018). The concep ualiza ion o
school and eache connec edness in adolescen esea ch: A scoping e iew o li e a u e. Educa ional
Re iew. doi: 10.1080/00131911.2018.1424117
Ga cía-Moya, I., B ooks, F., & Spence , N. (2018) School-le el ac o s associa ed wi h eache connec edness: A
mul ile el analysis o he s uc u al and ela ional school de e minan s o young people’sheal h.Jou nalo
Public Heal h, 40(2), 366–374. doi: 10.1093/pubmed/ dx089
Ga cía-Moya, I., B ooks, F., Mo gan, A., & Mo eno, C. (2015). Subjec i e well-being in adolescence and eache
connec edness. A heal h asse analysis. Heal h Educa ion Jou nal, 74(6), 641–654. doi: 10.1177/
0017896914555039
Ca men Mo eno. Depa men o De elopmen al and Educa ional Psychology, Uni e si y o Se ille, C/Camilo
José Cela s/n 41018 Se ille, Spain. E-mail: mcmo [email protected]
Cu en hemes o esea ch:
S udy o child en’s and adolescen s’de elopmen wi hin educa ional con ex s. Analysis o isk and p o ec i e
ac o s o posi i e de elopmen in childhood and adolescence.
Mos ele an publica ions in he ield o Psychology o Educa ion:
Ga cía-Moya, I., Jiménez-Iglesias, A. & Mo eno, C. (2017) The con ibu ion om ela ionships wi h pa en s and
eache s o he adolescen sense o cohe ence (SOC). Do p osociali y and hype ac i i y-ina en ion also play
a signi ican ole? Young, 25(4) 391–406. doi: 10.1177/1103308816646672
Sánchez-Queija, I., Ga cía-Moya, I. & Mo eno, C. (2017). T end analysis o bullying ic imiza ion p e alence in
Spanish adolescen you h a school. Jou nal o School Heal h 87(6), 457–464. doi:10.1111/josh.12513
Ga cía-Moya, I., B ooks, F., Mo gan, A., & Mo eno, C. (2015). Subjec i e well-being in adolescence and eache
connec edness. A heal h asse analysis. Heal h Educa ion Jou nal, 74(6), 641–654. doi: 10.1177/
0017896914555039
A ilia ions
I ene Ga cía-Moya
1,2
&Fiona B ooks
1,3
&Ca men Mo eno
2
Fiona B ooks
iona.b ooks@u s.edu.au
Ca men Mo eno
mcmo [email protected]
1
CRIPACC, School o Heal h and Social Wo k, Uni e si y o He o dshi e, College Lane Campus, Ha ield,
He o dshi e AL10 9AB, UK
2
Depa men o De elopmen al and Educa ional Psychology, Uni e si y o Se ille, C/ Camilo José Cela s/n,
41018 Se ille, Spain
3
Facul y o Heal h, Uni e si y o Technology Sydney, PO Box 123 B oadway, Sydney, NSW 2007, Aus alia
I. Ga cía-Moya e al.20
