The teacher‐student relationship as an interpersonal relationship

TLDR

Communication skills in the teacher‑student relationship were defined by Burleson and Samter (1990) and examined in this study. The study aimed to assess students’ perceptions of the importance of communication skills and immediacy behaviors, their relationship with motivation and learning, and potential sex differences. The authors conducted two studies to investigate these questions. Students identified referential skill, ego support, and conflict management as most important, and referential skill, ego support, and immediacy were strongly linked to learning and motivation, with some sex differences observed.

Abstract

Communication skills, as defined by Burleson and Samter (1990), were examined in the teacher‐student relationship. Three questions guided this investigation: (a) with regard to effective teaching, what are students’ perceptions of the importance of communication skills and immediacy behaviors? (b) what is the relationship between students’ perceptions of teachers’ use of communication skills, immediacy behaviors, motivation and learning? and (c) do male and female students differ in their perceptions of communication skill and immediacy behaviors in regard to importance, motivation, and learning? Two studies were conducted. Study one found that students reported referential skill, ego support, and conflict management as being most important to effective teaching. Study two found referential skill, ego support, and immediacy to have a strong relationship with student learning and motivation. Some sex differences also were found and explored in both study one and two.