Skip to main content
SpringerLink
Log in

Introduction to

Interpersonal relationships in education

  • Chapter
Interpersonal Relationships in Education

Part of the book series: Advances in Learning Environments Research ((ALER,volume 3))

Abstract

This book is the third volume in a series reporting on advances in learning environments research. While the first two volumes dealt with ‘outcomes-focused learning environments and its determinants and effects’ (Aldridge & Fraser, 2008) and ‘applications of Rasch measurement in learning environments research’ (Cavanagh & Waugh, 2011), the present volume entirely focuses on the interpersonal aspect of the learning environment.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Aldridge JM, Fraser BJ. Outcomes-focussed learning environments: Determinants and effects. Rotterdam, The Netherlands: Sense Publishers; 2008.

    Google Scholar 

  • Anderson LM, Evertson CM, Emmer ET. Dimensions in classroom management derived from recent research. Journal of Curriculum Studies. 1980;12(4):343–356.

    Article  Google Scholar 

  • Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monograph, 4, (1, Pt. 2).

    Google Scholar 

  • Bidwell CE, Yasumoto JY. The collegial focus: Teaching fields, collegial relationships, and instructional practice in American high schools. Sociology of Education. 1999;72:234–256.

    Article  Google Scholar 

  • Bowlby, J. (1969). Attachment and loss. Attachment, vol. 1. New York: Basic Books.

    Google Scholar 

  • Bretherton I. New perspectives on attachment relations: Security, communication and internal working models. In: Osofsky J, editor. Handbook of infant development. New York: John Wiley; 1987. p. 1061–1100.

    Google Scholar 

  • Bronfenbrenner U. Ecological systems theory. In: Vasta R, editor. Annals of child development, vol. 6. Greenwich, CT: JAI; 1989. p. 187–250.

    Google Scholar 

  • Bronfenbrenner, U. & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 993-1028). New York: Wiley

    Google Scholar 

  • Bryk AS, Driscoll M. The high school as community: Contextual influences and consequences for students and teachers. Madison: University of Wisconsin, National Center on Effective Secondary Schools; 1988.

    Google Scholar 

  • Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago: The University of Chicago Press.

    Google Scholar 

  • Carson, R. C. (1969). Interaction concepts of personality. Chicago: Aline.

    Google Scholar 

  • Cavanagh RF, Waugh RF, editors. Applications of Rasch measurement in learning environments research. Rotterdam, The Netherlands: Sense Publishers; 2011.

    Google Scholar 

  • Creemers BPM, Kyriakides L. The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools. London/New York: Routledge; 2008.

    Google Scholar 

  • Daly AJ, Finnigan K. A bridge between worlds: Understanding network structure to understand change strategy. Journal of Educational Change. 2010;11:111–138.

    Article  Google Scholar 

  • Dorman JP. Cross national validation of the What Is Happening in This Class questionnaire using confirmatory factor analysis. Learning Environments Research. 2003;6:231–245.

    Article  Google Scholar 

  • Doyle W. Classroom Organization and Management. In: Wittrock CM, editor. Handbook of research on teaching. 3rd ed. New York: Macmillan Publishing; 1986. p. 392–431.

    Google Scholar 

  • Doyle W. Work in mathematics classes: The context of students’ thinking during instruction. Educational Psychologist. 1988;23:167–180.

    Article  Google Scholar 

  • Doyle W. Ecological approaches to classroom management. In: Evertson C, Weinstein C, editors. Handbook of classroom management: Research, practice, and contemporary issues. New York: Erlbaum; 2006. p. 97125.

    Google Scholar 

  • Dryer DC, Horowitz LM. When do opposites attract? Interpersonal complementarity versus similarity. Journal of Personality and Social Psychology. 1997;72:592–603.

    Article  Google Scholar 

  • Duke, D. L. (Ed.) (1979). Editor's preface. In D. L. Duke (Ed.), Classroom management (78th Yearbook of the National Society for the Study of Education, Part 2). Chicago: University of Chicago Press.

    Google Scholar 

  • Eccles, J. S. & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education, vol. 3 (pp. 139-186). New York: Academic Press.

    Google Scholar 

  • Estroff SD, Nowicki S. Interpersonal complementarity, gender of interactants, and performance on word puzzles. Personality and Social Psychology Bulletin. 1992;18:351–356.

    Article  Google Scholar 

  • Fraser BJ. Research on classroom and school climate. In: Gabel D, editor. Handbook of research on science teaching and learning. New York: Macmillan; 1994. p. 493–541.

    Google Scholar 

  • Gump PV. Intra-setting analysis: The third grade classroom as a special but instructive case. In: Williams E, Rausch H, editors. Naturalistic viewpoints in psychological research. New York: Holt, Rinehart & Winston; 1969. p. 200–220.

    Google Scholar 

  • Gurtman MB. Interpersonal complementarity: Integrating interpersonal measurement with interpersonal models. Journal of Counseling Psychology. 2001;48(1):97–110.

    Article  Google Scholar 

  • Helmke, A. (2009). Unterrichtsqulität und Lehrerprofessionalität. Diagnose, Evaluation und Verbesserung des Unterrichts [Quality of instruction and teacher profession. Diagnostic, evaluation and improvement of instruction]. Seelze: Knallmeyer.

    Google Scholar 

  • Hollenstein T. State space grids: Analyzing dynamics across development. International Journal of Behavioral Development. 2007;31(4):384–396.

    Article  Google Scholar 

  • Hoy WK, Henderson JE. Principal authenticity, school climate, and pupil-control orientation. Alberta Journal of Educational Research. 1983;29:123–130.

    Google Scholar 

  • Kiesler DJ. The 1982 Interpersonal Circle: A taxonomy for complementarity in human transactions. Psychological Review. 1983;90:185–214.

    Article  Google Scholar 

  • Kiesler DJ. Contemporary interpersonal theory and research: Personality, psychopathology, and psychotherapy. Oxford, England: Wiley; 1996.

    Google Scholar 

  • Kounin JS. Discipline and group management in classrooms. New York: Holt, Rinehart and Winston; 1970.

    Google Scholar 

  • Kremer-Hayon L, Wubbels T. Principals’ interpersonal behavior and teachers’ satisfaction. In: Wubbels T, Levy J, editors. Do you know what you look like? London: Falmer Press; 1993. p. 113–122.

    Google Scholar 

  • Kyriakides LB, Creemers PM, Antoniou P, Demetriou D. A synthesis of studies searching for the school factors: Implications for theory and research. British Educational Research Journal. 2010;36(5):807–830.

    Article  Google Scholar 

  • Laible D, Thompson RA. Early socialization: A relationship perspective. In: Grusec J, Hastings P, editors. Handbook of social development. New York, NY: Guilford; 2007. p. 181–207.

    Google Scholar 

  • Leary T. An interpersonal diagnosis of personality. New York: Ronald Press Company; 1957.

    Google Scholar 

  • Leithwood K, Jantzi D. Transformational leadership: How principals can help reform school cultures. Paper presented at the Annual Meeting of the Canadian Association for Curriculum. Victoria: Studies; 1990, June.

    Google Scholar 

  • Lin N. Social capital: A theory of social structure and action. New York, NY: Cambridge University Press; 2001.

    Book  Google Scholar 

  • Mainhard T, Brekelmans M, Wubbels T. Coercive and supportive teacher behaviour: Associations with the social climate within and across classroom lessons. Learning and Instruction. 2011;21:345–354.

    Article  Google Scholar 

  • McCormick R, Fox A, Carmichael P, Procter R. Researching and understanding educational networks. New Perspectives on Learning and Instruction. London, UK: Routledge; 2010.

    Google Scholar 

  • Meyer JW, Rowan B. Institutionalized organizations - Formal-structure as myth and ceremony. American Journal of Sociology. 1977;83:340–363.

    Article  Google Scholar 

  • Moolenaar NM. Ties with potential: Nature, antecedents, and consequences of social networks in school teams. The Netherlands: Unpublished doctoral dissertation. University of Amsterdam; 2010.

    Google Scholar 

  • Moos RH. Evaluating educational environments: procedures, measures, findings and policy implications. San Francisco: Jossey-Bass; 1979.

    Google Scholar 

  • Ogawa RT, Bossert ST. Leadership as an organizational quality. Educational Administration Quarterly. 1995;31:224–243.

    Article  Google Scholar 

  • Pianta RC. Student-teacher relationship scale. Professional manual. Lutz, Florida: Psychological Assessment Resources; 2001.

    Google Scholar 

  • Pianta RC, Hamre B, Stuhlman M. Relationships between teachers and children. In: Reynolds WM, Miller GE, editors. Handbook of psychology: Educational psychology, (pp, vol. 7. Hoboken, NJ, US: John Wiley & Sons; 2003. p. 199–234.

    Google Scholar 

  • Sadler P, Woody E. Is Who You Are Who You're Talking to? Interpersonal Style and Complementarity in Mixed-Sex Interactions. Journal of Personality and Social Psychology. 2003;84(1):80–96.

    Article  Google Scholar 

  • Sava FA. Causes and effects of teacher conflict-inducing attitudes towards pupils: A path analysis model. Teaching and Teacher Education. 2002;18:1007–1021.

    Article  Google Scholar 

  • Teddlie C, Reynolds D. The international handbook of school effectiveness research. London/New York: Falmer Press; 2000.

    Google Scholar 

  • Thelen E, Smith LB. A dynamic system approach to the development of cognition and action. Cambridge, MA: Bradford/MIT Press; 1994.

    Google Scholar 

  • Thijs J, Koomen HMY, Roorda D, Ten Hagen J. Explaining teacher-student interactions in early childhood: An interpersonal theoretical approach. Journal of Applied Developmental Psychology. 2011;32(1):34–43.

    Article  Google Scholar 

  • Tiedens LZ, Jimenez MC. Assimilation for affiliation and contrast for control: Complementary self-construals. Journal of Personality and Social Psychology. 2003;85(6):1049–1061.

    Article  Google Scholar 

  • Tracey TJ. An examination of complementarity of interpersonal behavior. Journal of Personality and Social Psychology. 1994;67:864–878.

    Article  Google Scholar 

  • Tracey TJG. Levels of interpersonal complementarity: A simplex representation. Personality and Social Psychology Bulletin. 2004;30:1211–1225.

    Article  Google Scholar 

  • Tracey TJG. Interpersonal rigidity and complementarity. Journal of Research in Personality. 2005;39:592–614.

    Article  Google Scholar 

  • Walberg HJ. Educational environments and effects: Evaluation, policy, and productivity. Berkely: McCutchan; 1979.

    Google Scholar 

  • Wasserman S, Galaskiewicz J. Advances in social network analysis: Research in the social and behavioral sciences. Thousand Oaks, CA: Sage; 1994.

    Google Scholar 

  • Watzlawick P, Beavin JH, Jackson D. The pragmatics of human communication. New York: Norton; 1967.

    Google Scholar 

  • Wentzel KR. Understanding classroom competence: The role of social-motivational and self- processes. In: Kail R, editor. Advances in child development and behavior, (pp, vol. 32. New York, NY: Elsevier; 2004. p. 213–241.

    Google Scholar 

  • Wentzel KR, Looney L. Socialization in school settings. In: Grusec J, Hastings P, editors. Handbook of social development. New York, NY: Guilford; 2007. p. 382–403.

    Google Scholar 

  • Wubbels, T., Creton, H. A., & Hooymayers, H. P. (1985, March-April). Discipline problems of beginning teachers, interactional teacher behavior mapped out. Paper presented at the annual meeting of the American Educational Research Association, Chicago (ERIC document 260040).

    Google Scholar 

  • Wubbels T, Brekelmans M, Den Brok P, Van Tartwijk J. An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. In: Evertson C, Weinstein CS, editors. Handbook of classroom management: Research, practice and contemporary issues. New York: Lawrence Erlbaum Associates; 2006. p. 1161–1191.

    Google Scholar 

Download references

Authors
  1. Theo Wubbels
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Perry Den Brok
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Jan Van Tartwijk
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Jack Levy
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Sense Publishers

About this chapter

Cite this chapter

Wubbels, T., Brok, P.D., Tartwijk, J.V., Levy, J. (2012). Introduction to. In: Interpersonal Relationships in Education. Advances in Learning Environments Research, vol 3. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-939-8_1

Download citation

Publish with us

Policies and ethics

Search

Navigation