Examining the relationship between students perceived teacher-student relationship and academic motivation /

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Student Projects

2025

Au, Cheuk Kwan

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This study aims to investigate the relationship between Hong Kong primary school students' perceived teacher-student relationships and their academic motivation. With the sample size of 160 students from different grade levels, quantitative research using a self-reported questionnaire will be conducted. The questionnaire will be extracted from the Student Version of the Teacher-student relationship Inventory (S-TSRI) and Self-Regulation Questionnaire-Academic (SRQ-A), based on the theoretical framework of attachment theory and self-determination theory. The reliability of the inventory is supported by Cronbach's alpha and factor analysis. The study focused on evaluating the dimensions of teacher-student relationships, including satisfaction, instrumental help, and conflict. Investigate how the above dimensions relate to intrinsic and extrinsic academic motivation respectively. The data collected will be analysed with the use of correlation coefficients. The findings show significant correlations, indicating a positive correlation in positive teacher-student relationships with both intrinsic and extrinsic academic motivation. Meanwhile, the negative dimensions in teacher-student relationships - conflict, show negative correlations between academic motivation. It is found that satisfaction and instrumental help show greater correlation in extrinsic and intrinsic motivation respectively. Gender tendency also appears and shows different sensitivity to the dimension in TSR. This study fills the gap in the current research by focusing on primary school students in the Hong Kong context and provides insights for educators to enhance positive teacher-student relationships in order to promote students' overall academic motivation

LG51.H43 hp BEd(P)-GSM 2025eb Auck

https://educoll.lib.eduhk.hk/records/J2eOSCr1