A study of tools to measure the teacher-student relationship for use in a higher education context

Authors

  • Anastassis Kozanitis UQAM
  • Patrice Farand Polytechnique Montreal
  • François Thibault UQAM

DOI:

https://doi.org/10.26443/mje/rsem.v58i2.9981

Keywords:

Teacher-student relationship, postsecondary, measuring tools

Abstract

The majority of studies on the student-teacher relationship (TSR) have been conducted mainly with primary and secondary students. Studies of post-secondary students are much less numerous, despite the importance of the impact the TSR can have on them. The goal is to explore the scientific literature that focuses specifically on the measurement of the TSR in order to identify the relevant assessment tools for the post-secondary context. The results show that the majority of researchers use self-reported questionnaires to measure the concept of TSR. However, there is no consensus on how to operationalize this concept. For some authors, TSR is a multidimensional construct, while others suggest the possibility of a two-dimensional or even a one-dimensional construct.

Author Biographies

Anastassis Kozanitis, UQAM

holds a doctorate in educational sciences from the Université de Montréal, where he specialized in university pedagogy. He holds a master’s degree in the same field from Université Laval, as well as a bachelor’s degree in psychology from the Université du Québec à Rimouski. His areas of interest are academic motivation and cognitive engagement, active learning strategies, classroom management, and pedagogical innovations in university contexts. He is currently a professor in the Didactics Department of the Université du Québec à Montréal. For more than 10 years, he worked as an educational advisor in the educational support office of Polytechnique Montréal. He is also an international consultant where he provides support to develop skills-based curricula.

Patrice Farand, Polytechnique Montreal

holds a master’s degree in educational sciences from the Université de Montréal and a bachelor’s degree in chemical engineering from Polytechnique Montréal. He is currently a teaching professor and head of the bachelor’s program in chemical engineering at Polytechnique Montréal. He also holds a Chair in Engineering Teaching and Learning. His areas of interest are the evaluation of learning in a skills-based approach, the development of training programs in higher education, active learning strategies, and pedagogical relationships.

François Thibault, UQAM

is a Ph.D. student in the Faculty of Education at the Université du Québec à Montréal.

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Published

2024-09-20

How to Cite

Kozanitis, A., Farand, P., & Thibault, F. (2024). A study of tools to measure the teacher-student relationship for use in a higher education context. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 58(2), 158–177. https://doi.org/10.26443/mje/rsem.v58i2.9981

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Vol. 58 No. 2 (2023/24)

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