A Knowledge Base for Teachers on Teacher-Student Relationships

Wubbels, Theo

doi:10.1007/978-3-319-54389-5_6

Cited by 7 publications

(6 citation statements)

References 47 publications

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“…In light of IP styles being the cumulative results of many teacher-student interactions (Granic & Patterson, 2006;Pincus et al, 2014) and because IP styles are also related to a person's personality (Carson, 1969;Fournier et al, 2011), we did not expect to find significant differences between lessons. Also, previous research (e.g., Wubbels et al, 2006;Wubbels, 2017) showed that teacher IP styles are rather stable across and between school years and that differences between teachers (e.g., with the same class) are usually greater than within teachers (e.g., with different classes). Therefore, we did not expect to find significant differences between lessons.…”

Section: Limitations and Suggestions For Researchmentioning

confidence: 94%

“…The most common way in educational research is to divide the IPC into octants to describe certain types of behaviors ( Figure 1; Wubbels et al, 2006). The IPC presented in Figure 1 is the IPC used in the educational context (Mainhard, 2015;Wubbels, 2017). The anchor words along the circumference of the circle are prototypical words to describe teacher behaviors located in that area of the IPC (IPC-T).…”

Section: The Interpersonal Circlementioning

confidence: 99%

“…Based on more-recent insights and advances in interpersonal theory (e.g., as described in Horowitz & Strack, 2011), a new typology of nine interpersonal styles was identified (Mainhard, 2015;Pennings et al, 2018;Wubbels, 2017). This new typology is based on the octants of the IPC, hence eight interpersonal styles, complemented by a ninth interpersonal style that is located at the intersection of the two dimensions in the IPC.…”

Section: Teacher Interpersonal Stylesmentioning

confidence: 99%

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Teacher-Student Interactions and Teacher Interpersonal Styles: A State Space Grid Analysis

Pennings

Hollenstein

2019

The Journal of Experimental Education

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The crucial role of teacher-student relationships has been reported in many studies. Yet, how teacher-student relationships develop from moment-to-moment interactions during lessons remains understudied. The present study combined insights from interpersonal theory and dynamic systems approaches to study indices of interpersonal content and structure in teacher-student interactions and their association with the teacher's interpersonal style. We found that moment-to-moment teacher behavior was indeed related to student perceptions of the teacher's interpersonal style. Indices of variability (structure) in interactions discriminated between teachers with less preferred and more preferred interpersonal styles, while, contrary to earlier research, the indicator of predictableness of interactions could not. Results are discussed considering the expectations, and suggestions made for future research and practice.

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Section: Limitations and Suggestions For Researchmentioning

confidence: 94%

Section: The Interpersonal Circlementioning

confidence: 99%

Section: Teacher Interpersonal Stylesmentioning

confidence: 99%

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Teacher-Student Interactions and Teacher Interpersonal Styles: A State Space Grid Analysis

Pennings

Hollenstein

2019

The Journal of Experimental Education

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“…The MITB model is built upon Leary's model of interpersonal personality (Leary, 1957), and it is through the adaptation of this model to an educational context that Wubbels created the MTIB which defines eight categories (Table 1). 79 students (Wubbels & Brekelmans, 1998;Wubbels et al, 1985;Wubbels & Levy, 1991). Consequently, the original 77-item QUIT questionnaire was elaborated in Dutch, with the aim of observing the teacher's classroom activities from the students' perspective.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Teacher Interaction From the Perspective of High School Students

Szabó,

Horváth

2024

pijtel

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Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behavior that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 110 high school students. The aim of our present research was to determine the teacher's interaction style from the high school students' perspective using the QTI measurement tool. The purpose of the research was to assess how students see the teacher's classroom activities and how the teachers see themselves, and also to see whether there is a difference between the teacher's point of view and that of the students'. The questionnaire contains 48 items. The QTI measurement tool can serve as a valuable source of information for teachers in comparing their self-assessment with the student's view, which can obviously enhance their professional development.

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“…Specially among adolescents, this need plays an important role when it comes to adapting to new social situations (La Guardia & Ryan, 2002), such as those faced during the transition to secondary school. Previous research has already stablished the many positive implications that positive teacher-student relationships bring on students in terms of engagement, motivation, self-regulation, and well-being (Furrer & Skinner, 2003;García-Moya et al, 2015;King, 2015;Liu et al, 2015;Poulou & Norwich, 2020;Raufelder et al, 2015;Wubbels, 2017). However, there is little scientific evidence on how teachers' messages may affect both TS-relatedness and student's well-being.…”

Section: The Power Of Teacher-student Relationshipsmentioning

confidence: 99%

What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages

et al. 2022

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Recent studies suggest that teacher messages can affect students’ well-being. Using a multilevel, variable, and person-centred approach, this study aimed to identify profiles of students according to their teachers’ use of engaging messages and analyse the relation among these profiles and teacher-student relatedness and students’ subjective vitality. A total of 1209 students participated in the study. At the student-level, profile analysis indicated the existence of four different profiles: the few messages profile, the autonomous motivational appeals profile, the loss-framed messages profile, and the gain-framed messages profile. At the teacher level, profile analysis indicated the existence of two profiles: the variant and the invariant profiles. Results showed that overall, at both levels of analysis, teachers’ engaging messages related with teacher-student relatedness (either positively or negatively) with clear differences among profiles. Moreover, also at both levels of analysis, teacher-student relatedness related with students’ subjective vitality. Main findings and implications for practice are discussed.

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A Knowledge Base for Teachers on Teacher-Student Relationships

Cited by 7 publications

References 47 publications

Teacher-Student Interactions and Teacher Interpersonal Styles: A State Space Grid Analysis

Teacher-Student Interactions and Teacher Interpersonal Styles: A State Space Grid Analysis

Teacher Interaction From the Perspective of High School Students

What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages

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