The Contribution of Teacher-Student Relationships to Perseverance, Dropout Prevention and Motivation for Change in Students’ Attitudes in “Second Chance” High School

Yehudit Shefi

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The Contribution of Teacher-Student Relationships to Perseverance, Dropout Prevention and Motivation for Change in Students’ Attitudes in “Second Chance” High School

机译：“第二次机会”高中师生关系对坚持不懈，预防辍学和改变学生态度的动机的贡献

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The article's principal statement refers to the relationships between teachers and students, who can/may prevent dropout, and be an area catalytic agent for motivating students to change their attitudes in “second chance” high schools. Central theories: Bandura's (1989) self-efficacy theory: self- efficacy is built from a personal faith that “one can”, and from one's social environmental support. Motivation is closely linked to a person's basic needs; Ryan and Deci (SDT, 2000) stressed several vital needs that have to exist in order to create motivation in a person.The author's PhD research, will examine these issues.

机译：本文的主要陈述是指教师与学生之间的关系，他们可以/可以防止辍学，并且可以作为一种区域催化剂，激励学生改变“第二次机会”高中的态度。中心理论：班杜拉（1989）的自我效能感理论：自我效能感是建立在“一个人可以”的个人信念之上，并来自一个人的社会环境支持。动机与一个人的基本需求密切相关; Ryan和Deci（SDT，2000）强调了在一个人中创造动力所必须满足的几个重要需求。作者的博士研究将研究这些问题。

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《Procedia - Social and Behavioral Sciences》 |2015年第2期|共6页
作者
Yehudit Shefi;
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中图分类社会科学现状及发展;
关键词
Teachers-students relationshipPerseveranceDrop outMotivation to changeInternal/External MotivationStudents at riskSelf-efficacySelf-determination (SDT)“second chance” high schoolJuvenile at risk;

机译：师生关系毅力放弃改变的动机内部/外部动机处于危险中的学生自我效能自我决定（SDT）“第二次机会”高中处于危险中的少年;

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机译：“第二次机会”高中师生关系对毅力，预防辍学和改变学生态度的动机的贡献

The Contribution of Teacher-Student Relationships to Perseverance, Dropout Prevention and Motivation for Change in Students’ Attitudes in “Second Chance” High School

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