Student – Teacher Relationship Style in School Environment

Abstract

The article presents results of a research of student – teacher relationship styles in the school environment, measured by the stroke economy. The sample includes 339 students between the ages of 13 to 15, of whom 198 are from vulnerable and 141 are from invulnerable groups, and 229 teachers between the ages of 24 to 65. The results present significant differences in the styles used by the three groups. Students from vulnerable groups declare preferences for the styles “Don't accept” and “Don't give yourself”, which is expressed in a tendency to devalue their own achievements and successes. Students from invulnerable groups and teachers express preferences for the styles “Don't accept” and “Don't ask”, which suggests manifestations of characteristics such as confidence and a tendency to reject compliments. The obtained results can be used as an approach to increase the efficiency of the student-teacher relationship and improve the social climate in the classroom.

Functional Ego States, Behavior Patterns, and Social Interaction of Bulgarian Adolescents and Their Parents

“…Based on the results, it can be assumed that in their social interactions, parents are more likely to express a tendency not to give signs of recognition when others deserve them and not to accept criticism or positive feedback. These results are identical to the results obtained in our other studies of adolescents and adults in the Bulgarian context [27,45]. This gives us reason to assume that the parents in the present study form a social interaction behavior pattern that is more characterized by the manifestation of restraint, criticality and stroke economy.…”

“…In social interactions, parents are more likely not to accept praise and signs of appreciation, and not to seek feedback on their behavior, even when they need it. We have obtained similar results in our other studies of adults in Bulgarian contexts [45].…”

“…The results also suggest that parents and adolescents do not differ in seeking and rejecting positive or negative signs of recognition in their social relationships with others. Similar results were obtained in our other studies on signs of recognition in adolescents and adults in a school environment [45], but according to the results of other authors, the content of the messages, as well as the kind of social interaction of adolescents and parents, differ [3,50]. These contradictory results may be due to various factors.…”

“…The first hypothesis put forward about the leading role of the "Don't ask" stroke economy in adolescents and their parents was partially confirmed. Similar results have been obtained in our other studies on stroke economy in adolescents and adults in school settings [45]. 3 indicate the presence of significant differences between the economy of "Don't Give" and "Don't Accept" signs of acknowledgement, which are more pronounced in parents compared to adolescents.…”

“…The sample. The study was conducted between June 2020 and October 2021 in the districts of Kardzhali, Razgrad and Targovishte as part of the implementation of activities under the project "Personality, education and professional self-realization for people from vulnerable groups in the country: scientific dimensions and practical approaches" [24,43,45]. Participants were a random sample of 7th-grade students from secondary schools in these three districts.…”