journal article
Interpersonal Relations Between School Children and Their Peers, Parents, and TeachersEducational Psychology Review
Vol. 5, No. 2, School-Related Health and Safety, Part II [June 1993]
, pp. 155-176 [22 pages]
Published By: Springer
//www.jstor.org/stable/23359235
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Abstract
This article describes the nature of school children's relationships with parents, peers, and teachers, and identifies some interpersonal and academic consequences of unhealthy relationships. Also described are trends of relationship development, tools for assessing relationships, and finally, some intervention techniques available to enhance relationship building. The article points to the following conclusions: Healthy relationships are characterized by mutually reinforcing exchanges that lead to socially desirable consequences; quantification of the prevalence of unhealthy relationships is difficult; students who exhibit unhealthy relationships are at significant risk for problems later in life, such as dropping out of school, criminality, and marital maladjustment; educators have a number of assessment tools and techniques available to assess and promote social skills acquisition; and cooperative learning environments offer the greatest promise to educators for promoting healthy relationship building among students.
Journal Information
Educational Psychology Review is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, interviews, and research-based advice for practitioners - all pertaining to the field of educational psychology. The contents provide breadth of coverage appropriate to a wide readership in educational psychology and sufficient depth to inform the most learned specialists in the discipline.
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Springer is one of the leading international scientific publishing companies, publishing over 1,200 journals and more than 3,000 new books annually, covering a wide range of subjects including biomedicine and the life sciences, clinical medicine, physics, engineering, mathematics, computer sciences, and economics.
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Highlights
•
Studying micro-processes of adaptation in teacher-student interactions is needed.
•We obtained continuous time series data using Sadler's computer joystick apparatus.
•Complementarity, entrainment, and synchronicity of rhythmic qualities were studied.
•All interactions showed entrainment and synchronicity in cyclical patterns.
•When necessary, teacher behaviour deviated from the complementarity principle.
Abstract
Teacher-student relationships play a crucial role in the quality of teaching and learning. Daily interpersonal interactions in classrooms are the building blocks of teacher-student relationships. With the aim to add to insights on teaching and learning, we specifically explored interpersonal adaptation in daily interactions. Adaptation, i.e., how people respond to each other's actions and reactions, is a defining characteristic of interactions.
We studied 35 classrooms in secondary education. Although the degree and nature of interpersonal adaptation was in general consistent with interpersonal theory, degree of adaptation varied considerably between classrooms. In classrooms with a more preferred teacher-student relationship, behaviour of teachers and the adaptation to the behaviour of their students was more in accordance with professional standards, compared to classrooms with a less preferred relationship.
Conceptualizations and results of the present study contribute to theory on teacher-student interaction, as well as the practice of teacher professional development [e.g., video coaching].
Keywords
teacher-student interaction
Adaptation
Interpersonal theory
Continuous coding
Time-series analysis
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© 2017 The Authors. Published by Elsevier Ltd.