View in EDS

Engineering Students Trust Teachers Who Ask, Listen, and Respond

Saved in:
Bibliographic Details
Title: Engineering Students Trust Teachers Who Ask, Listen, and Respond
Language: English
Authors: Mirjam S. Glessmer (ORCID 0000-0003-2270-0561), Peter Persson (ORCID 0000-0003-1591-9258), Rachel Forsyth (ORCID 0000-0001-7401-2870)
Source: International Journal for Academic Development. 2025 30(1):106-119.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Engineering Education, Trust (Psychology), Leadership Responsibility, Teaching Skills, Foreign Countries, Student Attitudes, Higher Education
Geographic Terms: Sweden
DOI: 10.1080/1360144X.2024.2438224
ISSN: 1360-144X
1470-1324
Abstract: Trust is an important aspect of learning. However, there is little published research on how students perceive its value. In this article, we report on engineering students' perceptions of the role of trust in their learning and their experiences of what teachers do in their courses that builds trust. Nine students participated in semi-structured interviews and 477 student replies to a survey sent out by the Students' Association in the same School of Engineering were analysed. We found that showing care and concern is the most important trust-building approach that teachers can use, followed by displaying what we classify as teaching skills. Based on these students' perceptions, we suggest ways to incorporate explicit reference to trust-building in academic development efforts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468089
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1468089
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Engineering Students Trust Teachers Who Ask, Listen, and Respond
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mirjam+S%2E+Glessmer%22">Mirjam S. Glessmer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2270-0561">0000-0003-2270-0561</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+Persson%22">Peter Persson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1591-9258">0000-0003-1591-9258</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Forsyth%22">Rachel Forsyth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7401-2870">0000-0001-7401-2870</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Academic+Development%22"><i>International Journal for Academic Development</i></searchLink>. 2025 30(1):106-119.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Responsibility%22">Leadership Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/1360144X.2024.2438224
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1360-144X<br />1470-1324
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Trust is an important aspect of learning. However, there is little published research on how students perceive its value. In this article, we report on engineering students' perceptions of the role of trust in their learning and their experiences of what teachers do in their courses that builds trust. Nine students participated in semi-structured interviews and 477 student replies to a survey sent out by the Students' Association in the same School of Engineering were analysed. We found that showing care and concern is the most important trust-building approach that teachers can use, followed by displaying what we classify as teaching skills. Based on these students' perceptions, we suggest ways to incorporate explicit reference to trust-building in academic development efforts.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1468089
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1468089
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1360144X.2024.2438224
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 106
    Subjects:
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Trust (Psychology)
        Type: general
      – SubjectFull: Leadership Responsibility
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Sweden
        Type: general
    Titles:
      – TitleFull: Engineering Students Trust Teachers Who Ask, Listen, and Respond
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mirjam S. Glessmer
      – PersonEntity:
          Name:
            NameFull: Peter Persson
      – PersonEntity:
          Name:
            NameFull: Rachel Forsyth
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1360-144X
            – Type: issn-electronic
              Value: 1470-1324
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal for Academic Development
              Type: main
ResultId 1