Title
Teacher-Student Interactions and Teacher Interpersonal Styles: A State Space Grid Analysis
Author
Pennings, H.J.M.
Hollenstein, T.
Publication year
2019
Abstract
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. © 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Subject
Classroom observation
Continuous assessment of interpersonal dynamics
Dynamic systems
Interpersonal theory
State space grid analysis
Teacher-student interactions
Teacher-student relationships
Human & Operational Modelling
TPI - Training & Performance Innovations
To reference this document use:
http://resolver.tudelft.nl/uuid:78a881b2-1003-4e0a-9361-7650f8e086ff
DOI
https://doi.org/10.1080/00220973.2019.1578724
TNO identifier
866600
ISSN
2209-73
Source
Journal of Experimental Education, 88 (88), 380-406
Document type
article