Understanding the Role of Perceived Teacher Rejection in the Academic Achievement and Psychological Well-Being of School-Age Children in Pakistan

EasyChair Preprint no. 13241

Abstract

This study aims to explore the relationship between perceived teacher rejection, academic achievement, and psychological well-being among school-age children in Pakistan. Perceived teacher rejection refers to a child's subjective perception of being rejected, ignored, or excluded by their teachers. It is hypothesized that perceived teacher rejection has a negative impact on both academic achievement and psychological well-being.

The study will employ a mixed-methods approach, combining quantitative surveys and qualitative interviews, to gather comprehensive data from a diverse sample of school-age children in Pakistan. The sample will include children from different socio-economic backgrounds, attending both public and private schools.

Quantitative data will be collected using validated measures to assess perceived teacher rejection, academic achievement, and psychological well-being. The participants' academic achievement will be evaluated using their academic records, while psychological well-being will be assessed through standardized psychological scales. Additionally, qualitative interviews will be conducted to gain an in-depth understanding of the children's experiences, perceptions, and emotions related to teacher rejection.

Keyphrases: academic achievement, Pakistan, Perceived teacher rejection, psychological well-being, school-age children, teacher-student relationships

@Booklet{EasyChair:13241,
  author = {Ayuns Luz and Godwin Olaoye},
  title = {Understanding the Role of Perceived Teacher Rejection in the Academic Achievement and Psychological Well-Being of School-Age Children in Pakistan},
  howpublished = {EasyChair Preprint no. 13241},

  year = {EasyChair, 2024}}