The teacher‐student relationship as an interpersonal relationship

By Ann Bainbridge Frymier, Marian L. Houser. 2000

656 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/035fcb540bdceeb7d883aca0266c6c654a5f035f

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Citations in the corpus

Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions (2021, background): “These results also provided further empirical backing for the long-held theoretical claim that teachers’ effective communication behaviors can promote favorable student-related academic outcomes (Frymier & Houser, 2000).”
Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, background): “Affective learning is negatively related to teacher neuroticism (McCroskey et al, 2004 ), teacher misbehaviors (Wanzer & McCroskey, 1998 ), and aggression (Myers, 2002 ; Myers & Knox, 2000 ).”
Student Perceptions of Teacher Power as a Function of Perceived Teacher Confirmation (2006, background): “More importantly, the teacher student relationship is often viewed as an interpersonal relationship (cf., Frymier & Houser, 2000), and although instructors may employ a variety of behavior-alteration techniques and messages to persuade their students to complete course objectives (Kearney, Plax,…”
The role of relationships and emotions in student perceptions of learning and assessment (2007, background): “Thus, not only do current teacher–student relationships influence learning (Frymier & Houser, 2000) but so do all those memories of previous relationships experienced by students.”
Understanding Students' Classroom Justice Experiences and Responses (2010, background): “…of applying organizational justice research and theorizing to the instructional context by citing prior instructional communication studies that tapped into issues of fairness and its importance to students (e.g., Frymier & Houser, 2000; Gorham & Millette, 1997; Kearney, Plax, Hays, & Ivey, 1991).”
Transformational Leadership in the Classroom: Fostering Student Learning, Student Participation, and Teacher Credibility (2009, background): “Furthermore, in college environments, a personalized educational experience may make a substantial difference because learning in this context is relationally driven (Frymier & Houser, 2000).”
Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2011, background): “…immediacy (TNI) cues such as eye gaze, physical approach, and vocal variety, students report a greater liking for the instructor and course (Frymier & Houser, 2000; Witt, Schrodt, & Turman, 2010) and increased compliance with instructor requests (Kearney & Plax, 1991), as well as enhanced…”
The Development and Validation of the Student Communication Satisfaction Scale (2009, background): “…1479-5795 (online) # 2009 National Communication Association DOI: 10.1080/03634520902755441 Vol. 58, No. 3, July 2009, pp. 372 396 A fundamental characteristic of student teacher relationships is that student affect fosters relational development in the classroom (Frymier & Houser, 2000).”
Appropriate and Inappropriate Uses of Humor by Teachers (2006, neutral): “…effectiveness, including immediacy (Andersen, 1979; Christophel, 1990; Frymier, 1994; Richmond, Gorham, & McCroskey, 1987), communication skills (Frymier & Houser, 2000), compliance- gaining (Plax & Kearney, 1992), and clarity (Chesebro, 2002; Chesebro & McCroskey, 1998; Powell & Harville,…”
Students' Appraisals of Instructors as a Function of Students' Perceptions of Instructors' Aggressive Communication (2003, background): “Instructional researchers have argued that the teacher-student relationship is an interpersonal relationship and that one of the most important skills an instructor can demonstrate is ego support for their students (Frymier & Houser, 2000).”
Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom (2010, background): “Teacher confirmation is one interpersonal communication behavior that encompasses both ego support and referential skills (Schrodt et al., 2006) both deemed essential skills for teachers (Frymier & Houser, 2000).”
An exploratory study of students’ weekly stress levels and sources of stress during the semester (2018, background): “…with peers, university staff and housemates often arise from the increased stress related to studying, coupled with the emotional experience of exposure to diverse and new forms of relationships found at university (Christie et al., 2008; Frymier and Houser, 2000; Ong and Cheong, 2009).”
Seeking support: researching first‐year students’ experiences of coping with academic life (2010, background): “This has been reflected in a focus on the relational aspect of learning (Frymier & Houser, 2000) coupled with various attempts to foster relationships between staff and students or students themselves in educational establishments.”
Out-of-Class Communication and Student Perceptions of Instructor Humor Orientation and Socio-Communicative Style (2003, background): “In addition, examining topics of conversation is important because it underscores the interpersonal nature of the teacher-student relationship (Frymier & Houser, 2000).”
Students' Motives for Communicating with their Instructors: Considering Instructor Socio-communicative Style, Student Socio-communicative Orientation, and Student Gender (2002, background): “According to Frymier and Houser (2000), the student-instructor relationship is similar to other interpersonal relationships in terms of developing expectations, exchanging information, achieving goals, and negotiating conflict.”
Understanding the Memorable Messages First-Generation College Students Receive from On-Campus Mentors (2012, background): “For example, Frymier and Houser (2000) concluded that communication skills that are important to friendships are also important to teacher student relationships and that these communication skills can lead to satisfying outcomes for teachers and students.”