In a modern and rapidly changing world, education is crucial, both for basic, essential knowledge and for personal growth as a human being. In order to do well, one has to have the belief and the confidence that they can do well. This is especially important for those who are in a position of mentorship or leadership where others look up to them, like teachers. Confidence comes from a good mentality and the way one thinks of themselves and their surroundings. Success comes from a positive mentality through positive thinking and expectations and from the surrounding people. In an educational setting, teachers and mentors are not just there to teach, but to also support, each with the power to shape their students’ lives, directly or not. Imagine the difference between learning from a confident, outgoing instructor who is clearly passionate about their job, versus one who is meek and unsure. Education is not only dependent on the teachers’ knowledge about their subject or their ability to teach, but also on how they teach, how they communicate, and how they support their students. Through diverse teaching methods, a positive environment, and emotional support, teachers can boost the self-confidence of their students. When students can learn in a safe and encouraging environment where they are free to express themselves and ask questions without fear, they are more willing to explore outside the box and grow both academically and personally.
With success characterized by results and efficient progress, education is crucial for a better future. But success would not be attainable without a strong conviction that one can do well, especially without strong mentors or role models like teachers. In “The Relation between Teacher Support and Students’ Academic Emotions,” the informative article examines the relationship between teachers’ support and students’ academic emotions, specifically their positive academic emotions (PAEs) and negative academic emotions (NAEs). The authors use a comprehensive meta-analysis of their studies to understand the effects of culture, age, and gender, focusing on the importance of teachers’ support in their students’ academic development from learning outcomes to their emotional well-being. They define teacher support using two viewpoints of self-determination and social support, and then further elaborate on three categories of teacher support: autonomy, structure, and involvement. They review multiple empirical studies that have a positive correlation between teacher support and PAEs and a negative correlation between teacher support and NAEs. They found that Western European/American students exhibit stronger connections between teacher support and PAEs, while East Asian students display stronger links between teacher support and NAEs. In terms of age, university students show a stronger correlation between teacher support and PAEs, whereas middle school students display a stronger correlation between teacher support and NAEs. And lastly, female students display a stronger correlation between teacher support and NAEs in comparison to male students. Despite the numerous statistical evidence, the authors make sure to acknowledge the concerns of publication bias from previous studies by depicting variations and a balanced distribution of effect sizes and addressing potential biases, which reinforces the credibility of their meta-analysis. They propose potential possibilities for future research like exploring indirect effects and considering additional variables like status.
The article is well-organized with sections like the introduction, literature search, methods of study, results, analysis, limitations, and conclusion. They use empirical evidence, statistical analysis, and a methodical meta-analysis approach to support its discoveries and thesis. In terms of data presentation and visual aid, there are tables and figures to present data, effect sizes, and outcomes, which contribute to a better understanding of their findings. The authors bolster their credibility through affiliations with institutions (like the East China Normal University and the Education University of Hong Kong) and references to previous research in the field. There is also a category in the article that explains the contributions of each author. Although the article mainly presents data and analysis, it also dives into concern for students’ well-being by highlighting the positive impact of teacher support on emotional outcomes. The authors acknowledge the difference between broad and narrow social support from teachers, and the resulting academic emotions, or “the emotional experience of learning (and teaching)” (Frontiers). Overall, the article uses a methodical and data-driven approach to analyze the correlation between teacher support and students and further explains the effects of culture, age, and gender-based variations while underlining the importance of a supportive learning environment.
The article, “Teachers’ Perception of STEM Integration and Education: a systematic literature review” by Kelly C. Margot and Todd Kettler, published in the International Journal of STEM Education, focuses on investigating teachers’ beliefs and perceptions regarding STEM. The study aims to understand how teachers perceive the integration of STEM education and the challenges they face when implementing it in their teachings, as well as the strategies and methods that teachers believe would improve and enhance their efforts. Research reveals that the teachers’ age, gender, years of experience, and educational-related background all play roles in shaping their perceptions of teaching. While some findings suggest that experience influences positive attitudes toward STEM, others emphasize the importance of valuing STEM education in terms of impact on teachers, both on their confidence and readiness to teach their subjects. It was found that female teachers and those with a deeper understanding of their subjects tend to be more comfortable with teaching their classes. The study also explains the significance of hands-on and application-based activities in education, with teachers viewing these activities as valuable tools for enhancing learning and motivating students to be more engaging. In addition, the cross-curricular integration within STEM education is seen as beneficial by teachers, as it encourages students to be more involved in different subjects and apply their learning to real-world scenarios, even if there are challenges in implementing these programs and ensuring effective communication. Teachers believe that the challenges of open-ended STEM education lead to increased student interest and engagement, which contributes to higher academic achievement. Furthermore, they acknowledge the importance of struggling and failure through the process of learning and encourage students to take more risks and learn from their mistakes. The authors reference numerous research studies and findings to support their claims about teachers’ perceptions of STEM education. They rely on these sources to establish credibility and provide evidence for its arguments. They break down the findings into distinct categories and provide detailed explanations for each, each section structured through an informative approach to convey their findings and analysis, all while balancing between describing the challenges and supports that teachers encounter and offering interpretations and insights based on their research. They use clear and precise language to convey their research questions and main points, ensuring that readers can easily understand the teachers’ perceptions of STEM education by explaining educational terminology and clearly labeling each section, all while maintaining an objective tone throughout, focusing on presenting their evidence and their implications without introducing personal bias or opinion. The text is well-structured with each section labeled, making it easy for readers to navigate through heavy text, starting off with an overview with the background, results, and conclusion, before diving into categories like the introduction, STEM education history, development, research questions, methods, eligibility criteria, data sources, search screenings and evaluations, and data analysis. Overall, the article provides insights into teachers’ viewpoints on STEM education, relying heavily on emotional appeal by emphasizing the importance of students embracing challenges in learning environments. They highlight the significance of prior experiences, structural barriers, student issues, student engagement, hands-on application-based activities, cross-curricular integration, curriculum concerns, teacher training, and educational policy to support teaching efforts.
Educators emerge as more than just teachers of education, but also as mentors and pillars of support with the power to change lives. A confident and supportive educator can do more than just spread knowledge, but also be an emotional support pillar. “The Relation between Teacher Support and Students’ Academic Emtions” dives into the relationship between teacher support and academic emotions, underscoring the irreplaceable importance of teacher support, whether it be a positive or negative learning experience. They depict the effects of culture, age, and gender through graphs and tables, and analyze the findings of previous research. On the other hand, the article, “Teachers’ Perception of STEM Integration and Education: a systematic literature review,” inquires about teachers’ perceptions of education, particularly within STEM, and provides insight into how educators perceive the education system. This review echoes the sentiments mentioned in the first article, of the fact that confidence, support, and encouragement can contribute to remarkable student growth, both as students and as human beings. They also highlight the importance of hands-on application-based activities, reinforcing the importance of a safe and encouraging learning environment. Both of these articles emphasize the profound impact of teachers, and how a teacher’s belief in their capabilities and students can create a ripple effect. They both bring attention to how teaching is not just about passing on knowledge but also about being a support. After reading both studies, readers are reminded that confidence is the basis of it all, where knowledge is spread and creativity is encouraged.