Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuit: A self-determination theory perspective. Psychological Inquiry, 11(4), 227-268.
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Educational institutions prioritize creating an environment that is conducive to learning, fair, and free from exploitation or coercion. Policies and guidelines are often put in place to protect both students and teachers, ensuring that interactions remain professional and that academic achievements are earned through legitimate means. Deci, E
The results of this study highlight the complexities of teacher-student relationships and the ways in which power dynamics can influence academic achievement. The findings suggest that students who engage in behaviors aimed at obtaining academic benefits may experience short-term gains but ultimately face negative consequences, such as decreased motivation and increased stress. (2000)
When teachers and students engage in relationships that are inappropriate, such as sexual relationships, the consequences can be devastating. These actions are not only unethical but also illegal in many jurisdictions. The impact on the student can be particularly harmful, as they may experience emotional trauma, feel exploited, and suffer from decreased academic performance. Moreover, such actions can damage the teacher's career and reputation irreparably.
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