Search results

This study analyzes the impacts of trust in the confessional institution of primary education on a students’ spirituality and performance and the moderating effect of the families' religion on the relationship between trust in the school and the student's spirituality as perceived by parents and guardians.

This study takes the form of a survey with 346 parents and guardians from a Brazilian Adventist education network. The authors used partial least squares structural equation modeling by SmarPLS 4 to analyze the data.

The results reveal that parents' and guardians' trust in the confessional institution of primary education positively influences their perception of students' spirituality, which, in turn, has a positive impact on their performance. In addition, the families’ religion does not strengthen the relationship between school trust and students’ spirituality. It does not matter to which religious group the family belongs – as their overall spiritual development that favors the students’ academic performance.

The research contributes to the literature on school management, individual spirituality and relationship marketing – particularly customer relationship management in schools, involving parents, guardians and students.

This paper aims to identify trust’s role in the student–lecturer relationship and to identify the factors that build trust in this relationship, as well as the mechanisms through which trust influences entrepreneurial intentions and behaviours.

This paper presents the results of empirical research based on a semi-structured interview questionnaire. The participants included 12 entrepreneurs, 25–40 years old, who were running their own small enterprises. They were categorised by industry.

This study’s results suggest that entrepreneurship education based on trust in student–lecturer relationships contributes to the formation of entrepreneurial intentions and behaviours. This study has identified the factors that build trust between students and lecturers. Three mechanisms were also identified as having the greatest impact on transforming entrepreneurial intentions into actions: increasing self-efficacy, cultivating a broader perspective and encouraging initiative and risk taking.

An obvious limitation of this research is its small sample size. Moreover, this study’s respondents were all entrepreneurs running small companies – mainly start-ups – with up to 50 employees established by entrepreneurs up to four years after graduation. Additionally, the majority of the sample were men of Indian nationality. In subsequent studies, including more diverse respondents would be useful. Moreover, a quantitative survey of a larger sample with greater gender and cultural diversity would be worthwhile to test the proposed model.

This paper helps explain the trust’s importance in the student–lecturer relationship. This paper reveals how relationships should be established to support entrepreneurial learning outcomes.

The results of this research expand the knowledge on trust-building between students and lecturers that can develop successful entrepreneurial attitudes amongst students and help students succeed as entrepreneurs. To the authors’ knowledge, no previous research had examined this topic. This study’s results are probably more universally relevant than our limited sample suggests, so further in-depth research is needed.

The purpose of this study was to establish a line of inquiry into student trust in school peers by: (1) developing a valid and reliable measure and (2) investigating the potential influence of student trust in school peers on optimal school functioning.

A non-experimental, survey research design was used. Ex-post facto data were collected in the spring of 2017 and spring of 2019 from a random sample of students in either the 5th, 7th, 9th or 11th grades in 79 schools located in a southwestern city in the US. Two types of analyses were performed. First, structural and convergent validity of the items measuring student trust in school peers were tested with a confirmatory factor analysis, and correlations with bullying and safety. The second analysis tested a hypothesized model with a full structural equation model using robust maximum likelihood estimation.

Confirmatory factor analysis results report that items used to measure student trust in school peers share common variance with the latent trust factor. Both the 10-item and five-item measures had good model fit and parameter estimates. Additionally, the five-item measure had strong relationships with bullying and safety. As specified in the hypothesized model, student trust in peers had a strong, positive relationship with identification with school and positive, yet not as strong, of a relationship with academic grit. These relationships existed when accounting for student perceived teacher support.

This study extends trust research to students' relational connections by conceptualizing student trust in school peers as a cognitive belief, constructing a valid measure and finding a relationship between student–peer trust and elements optimal school functioning.

The importance of trust in student–university relations is relevant not only for the quality of the educational process and the satisfaction with studying achieved by students, but also for the importance of positive evaluation of HEIs to others. Therefore, the aim of this study is to identify the stages and mechanisms that build trust in student–university relations, the causes of trust violation and trust repair practices.

Public university students from Poland (16) and Germany (12) took part in the study based on semi-structured interviews. The research procedure followed an inductive approach. In addition, the critical events technique was used to identify trust violation and trust repair practices.

The study identifies the stages of the HEIs trust building process and the mechanisms upon which it is built. It attempts to catalogue trust violations, distinguishing three groups of “perpetrators” and categories of their differentiation in terms of their impact on trust. The study indicates ad hoc, informal methods of trust repair applied at HEIs and their conditions.

This study provides useful guidance for managers on how to build and maintain trust in HEIs.

The issue of trust building in HEIs is relatively new and therefore has not been sufficiently recognised to date. This study is the first to the author's knowledge to comprehensively address the problem of trust building, pointing out the mechanisms on which the formation of trust in HEIs is based. This study provides a novel contribution to the limited literature on trust violation and trust repair in HEIs.

This study was designed to test the relationship between principal support of student psychological needs and faculty trust in students. Without direct empirical evidence to draw from, the line of reasoning integrated evidence on social-cognitive processes involved in trust formation and conversation theory to advance two hypotheses: (1) After accounting for school and leadership conditions, principal support of student psychological needs will be related to school differences in faculty trust in students; (2) The relationship between principal support of student psychological needs and faculty trust in students is mediated by a positive view of the teaching task.

Hypotheses were tested with a nonexperimental, correlational research design using ex post facto data. Due to the hierarchical structure of the data, hypotheses were tested with a 2-2-1 multilevel mediation model in HLM 7.03 with restricted maximum likelihood estimation.

Findings were consistent with the hypothesized relationships – principal support of student psychological needs was related to faculty trust in students and this relationship was mediated by teacher perceptions of the teaching task.

School research has primarily examined interpersonal antecedents of trust, focusing on behaviors and characteristics that position a person or group as trustworthy. This study extends trust research to the cognitive side of the formation process, calling attention to the function of mental representation in shaping trust discernments. Results suggest that cognitive processes hold promise as both a source of faculty trust in students and as a malleable mental structure that school leaders can shape through conversation.

The purpose of this paper is to trace a 40‐year research journey to identify organizational properties that foster the achievement of all students, regardless of socio‐economic status (SES).

The author describes a search for school properties that have an impact on the cognitive and social‐emotional development of faculty and students, with special emphasis on academic achievement.

Three characteristics of schools were identified that make a positive difference for student achievement controlling for the SES: collective efficacy, collective trust in parents and students, and academic emphasis of the school. Further these three measures are elements of a latent construct, academic emphasis of school, which is a powerful predictor of student achievement regardless of SES.

The paper identifies school variables that are often as important, or more important, than SES in explaining academic achievement, and a new model is created to explain how academic optimism influences student achievement.

The purpose of this paper is to explore structural relationships among the variables of brand association, student trust, commitment, and satisfaction in the higher education sector.

A survey was used to collect data from a sample of 500 students who studied at universities in Taiwan in 2016. These data were gathered using a convenience sampling method and analyzed using a structural equation model. A total of 371 questionnaires (74.2 percent) were considered valid. Due to testing and identifying the hypothesis and structure among those variables, structural equation modeling was used to determine the best model among brand association, trust, commitment, and satisfaction.

For the conceptual framework, the author found that this structural equation model complies with the empirical data. The structural equation model shows that brand association, student trust, and commitment were significantly related to student satisfaction. Brand association has a direct influence on student trust, commitment, and satisfaction in higher education institutions. Student trust and commitment also had a direct influence on student satisfaction, and they are all mediating variables.

The findings of the current study add to the existing literature by contributing to a better perception of university management and providing acceptable strategies to improve the higher education industry.

This research aims to add to the literature on Academic Optimism, a composite measure composed of teacher perceptions of trust in students, academic press, and collective efficacy by exploring a similar set of constructs from the student perceptive. The relationships between student trust in teachers, student perceptions of academic press, and student identification with school were examined as well as how they were individually and collectively related to student achievement in the schools in an urban school district.

This study assessed the perceptions of students in 49 elementary, middle, and high schools in one urban district. The measures used included the Student Trust in Teachers Survey (Adams and Forsyth), the Identification with School Questionnaire (Voelkl), and an adaptation of Academic Press (Hoy, Hannum and Tschannen‐Moran). Confirmatory factor analysis was employed to explore whether these three observed variables would form a latent variable called Student Academic Optimism. Finally, the relationship of Academic Optimism to student achievement, controlling for SES, was examined using SEM.

Strong and significant relationships were found between all three of the observed variables. A CFA analysis confirmed that they formed a latent variable the authors called Student Academic Optimism. Student Academic Optimism had a significant direct effect on student achievement (b=0.73, p<0.01) while SES (percent of students eligible for the free and reduced lunch program) had a significant negative effect on student achievement (b=−0.37, p<0.01). Together student academic optimism and SES explained 67 percent of the variance in student achievement with student academic optimism making the largest contribution to the explanation.

The findings that Student Academic Optimism was unrelated to SES and that Student Academic Optimism has a significant effect on achievement over and above the effects of SES and student demographic characteristics leads the authors to consider the possibility that SES may not be as influential as once thought when other conditions of the school environment are taken into consideration.

This study makes a unique contribution to the literature by focusing on the perspectives of students and by linking the measures of three important dynamics within schools to form a new construct: Student Academic Optimism.

The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on schooling outcomes? Third, are school size and student socioeconomic status (SES) antecedents of trust?

A nationally representative sample of students attending public high schools in the USA (n=10,585) is drawn from the Educational Longitudinal Study. Structural equation modeling is used to examine the relationship between student trust, behavior and high school outcomes, controlling for SES, school size and prior achievement. Multiple measures of academic achievement are considered.

There is a significant relationship between student trust, behavior and high school outcomes. Students who trust have fewer behavioral incidents and better academic outcomes with results suggesting that trust functions through behavior. This is true regardless of SES, school size or prior achievement.

School leaders cannot change parental income or education, but can build trust. Developing and attending to student trust may not only mean that students are better behaved but, more importantly, are more successful academically.

In spite of decades of policy and legislation intended to improve schools, closing the achievement gap has proven elusive. One reason may be the relentless focus on physical artifacts of schooling, such as school organization, curriculum, testing and accountability, and a concomitant lack of attention to sociocognitive factors key to learning. Schools are social systems, and high levels of learning are unlikely to occur without a nurturing environment that includes trust.

This research makes a valuable contribution by focussing on student trust in high schools and by illuminating the relationship between trust, behavior, and academic outcomes. Results suggest that trust impacts a broad range of high school outcomes but functions indirectly through behavior.

The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement.

Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables.

The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement.

Limitations of the study include the use of a single form to collect participants’ responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample.

The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs.

Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning without trustworthy school leaders who are skillful in cultivating academic press, teacher professionalism, and community engagement in their schools.