Interpersonal Relationships in Education

Wubbels, Theo; Brok, den P.J.; Tartwijk, van J.W.F.; Levy, Jack

doi:10.1007/978-94-6091-939-8

Cited by 72 publications

(53 citation statements)

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“…In response to the need for a framework for conceptualizing and measuring teacher-student interaction, Wubbels, Creton and Hooymayers [62] were inspired by the Leary model of interpersonal behavior [63], which provides a graphical representation for human interaction [64]. In adapting of the Leary model, the behaviors of teachers also were plotted along two axes: an Influence dimension (Dominance -Submission, DS) and a Proximity dimension (Cooperation -Opposition, CO), as shown in Fig.…”

Section: Methodsmentioning

confidence: 99%

“…(1). According to Wubbels, Creton, Levy and Hooymayers [64], the Influence dimension portrays who is controlling or directing the communication process and how often; and the Proximity dimension indicates the degree of cooperation or closeness in the process of communication. Both dimensions are independent and reminiscent of effective teacher behaviors that could influence classroom processes.…”

Section: Methodsmentioning

confidence: 99%

“…Every instance of teacher behavior can be placed within these eight sectors [64]. As an illustration of the mapping of teacher behavior, the sectors DC and CD both include Dominance and Cooperation.…”

Section: Methodsmentioning

confidence: 99%

“…Similarly, for the adjacent scales of Leadership (DC) and Helping/Friendly (CD), teachers notice what's happening, lead and hold attention. Based on the above assumption regarding adjacent scales in the model, the closer the scales are, the more the types of teacher behavior in those scales would resemble each other [64]. In other words, scores on adjacent scales, such as Strict, Leadership and Helpful/Friendly, should correlate highest with one another.…”

Section: Methodsmentioning

confidence: 99%

“…As discussed previously, the model of interpersonal teacher behavior (derived from Leary [63]) has eight scales of teacher behavior, namely, Leadership, Helpful/Friendly, Understanding, Student Responsibility/Freedom, Uncertain, Dissatisfied, Admonishing, and Strict behavior, circumrotating in a clockwise direction on the two axes of Influence and Proximity. According to this model, adjacent behavior scales (e.g., Helpful/Friendly and Understanding) should correlate highest and positively with each other, and the magnitude of the correlation should diminish as the scales become increasingly different as they move further apart from each other until they are diametrically opposite to each other, such as Helpful/Friendly and Dissatisfied, and these should have the highest negative correlation [64].…”

Section: Pattern Of Qti Scale Intercorrelationsmentioning

confidence: 99%

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Instructor-Student Interpersonal Interaction and Student Outcomes at the University Level in Indonesia~!2009-08-15~!2009-01-08~!2010-03-09~!

Fraser¹,

Aldridge²,

Soerjaningsih³

2010

TOEDUJ

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This article reports the validity of the Questionnaire on Teacher Interaction (QTI), (developed to assess studentteacher interpersonal interaction) when modified, translated and used at the university level in Indonesia. We also investigated relationships between students' outcomes (achievement and attitudes) and the quality of teacher-student interactions among 422 students in 12 classes in a private university in Indonesia. Data analyses supported the QTI's validity, revealed differences between a computer science and a management department in terms of instructor-student interactions, and identified which types of instructor-student interactions are most likely to promote student outcomes at the university level.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Pattern Of Qti Scale Intercorrelationsmentioning

confidence: 99%

See 3 more Smart Citations

Instructor-Student Interpersonal Interaction and Student Outcomes at the University Level in Indonesia~!2009-08-15~!2009-01-08~!2010-03-09~!

Fraser¹,

Aldridge²,

Soerjaningsih³

2010

TOEDUJ

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Teacher–Student Relationships

Cornelius‐White

Harbaugh

Turner

2020

The Encyclopedia of Child and Adolescent Development

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That teacher–student relationships are important for children's development and academic achievement is substantiated with meta‐analyses involving nearly half a million children. Teacher–student relationships are increasing in importance over time given the changes in demographics of 21st‐century classrooms in terms of diversity and technology. Components of positive and negative relationships as well as ethical concerns are also discussed.

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Effects of developmental relationships with teachers on middle‐school students’ motivation and performance

Scales

Boekel

Pekel

et al. 2020

Psychology in the Schools

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We examined how middle‐school students’ motivation, belonging, school climate, and grade point average (GPA) are affected by students experiencing developmental relationships—those that go beyond teachers being caring (e.g., showing warmth to students) and providing challenge (e.g., high expectations) to also include teachers providing support, sharing power, and expanding students’ sense of possibilities. We also examined variations in those associations by student socioeconomic status (SES). The study included 534 diverse Grades 6–8 students (51% female, 46% non‐White, 33% eligible for free and reduced price meals). Structural equation modeling and regressions showed that students with better developmental relationships with their teachers had better outcomes. Developmental relationships strongly predicted academic motivation at both the beginning and end of the school year, and also directly predicted students’ sense of belonging and school climate. Relationships indirectly predicted GPA, through motivation. Student–teacher relationship quality for low‐SES students was lower and declined more than for other students. The results both reflect current literature in showing the importance of strong student–teacher relationships, and extend it in showing the worsening relationships quality for low‐income students, and in suggesting that strengthening multiple facets of student–teacher developmental relationships may have important effects on motivation and achievement of middle‐school students.

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Interpersonal Relationships in Education

Cited by 72 publications

References 0 publications

Instructor-Student Interpersonal Interaction and Student Outcomes at the University Level in Indonesia~!2009-08-15~!2009-01-08~!2010-03-09~!

Instructor-Student Interpersonal Interaction and Student Outcomes at the University Level in Indonesia~!2009-08-15~!2009-01-08~!2010-03-09~!

Teacher–Student Relationships

Effects of developmental relationships with teachers on middle‐school students’ motivation and performance

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