Abstract
Problems regarding absenteeism, school failure, disobedience and misbehaviour in the early years of secondary education are often associated with the drastic changes occurring in everyday’s life of students during the critical transition from primary to secondary school (Hargreaves, Earl, & Ryan, 1996; Howard & Johnson, 2004). The culture of primary school focuses on providing caring and hospitable environments, offering a sense of belonging and sustaining cohesion to collective young individuals. In contrast, secondary school culture is directed to teaching specific subjects and differentiation of students based upon academic achievement leading to the construction of fragmented and isolated experiences (Howard & Johnson, 2004).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Ahmed W. Expectancy-value antecedents and cognitive consequences of students’ emotions in mathematics. Groningen University, Groningen: Unpublished doctoral dissertation; 2010.
Anderman EM, Maehr ML. Motivation and schooling in the middle grades. Review of Educational Research. 1994;64:287–309.
Brekelmans M. Interpersonal teacher behavior in the classroom [in Dutch]. Utrecht: W. C. C; 1989.
Brekelmans M, Wubbels T. Student and teacher perceptions of interpersonal teacher behavior: A Dutch perspective. The Study of Learning Environments. 1991;5:19–30.
Brekelmans M, Levy J, Rodriguez R. A typology of teacher communication style. In: Wubbels T, Levy J, editors. Do you know what you look like? London: The Falmer Press; 1993. p. 46–55.
Byrne BM. Burnout: Investigating the impact of background variables for elementary, intermediate, secondary and university educators. Teaching and Teacher Education. 1991;7(2):197–209.
Creten H, Lens W, Simons J. The role of perceived instrumentality in student motivation. In: Efklidees A et al., editors. Trends and prospects in motivation research. Dordrecht: Kluwer Academic Publishers; 2001. p. 37–45.
Den Brok P. Teaching and student outcomes. A study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective. Utrecht: W.C.C; 2001.
Den Brok P, Brekelmans M, Wubbels T. Interpersonal teacher behavior and student outcomes. School Effectiveness and School Improvement. 2004;15:407–442.
Den Brok P, Brekelmans M, Wubbels T. Multilevel issues in studies using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction. Learning Environment Research. 2006;9:199–213.
Evertson CM, Veldman DJ. Changes over time in process measures of classroom behavior. Journal of Educational Psychology. 1981;73(2):156–163.
Guthrie JT, Wigfield A. Engagement and motivation in reading. In: Kamil ML, Mosenthal PB, Pearson PD, Barr R, editors. Handbook of reading research, (pp, vol. III. New York: Erlbaum; 2000. p. 403–422.
Hargreaves A, Earl L, Ryan J. Schooling for change: Reinventing education for early adolescents. London: Falmer Press; 1996.
Hasting N. Enhancing motivation in the classroom: Strategies for intervention. Educational and Child Psychology. 1994;11(2):48–55.
Henderson D, Fisher DL, Fraser BJ. Interpersonal behavior, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching. 2000;37:26–43.
Hill KT, Sarason SB. The relation of test anxiety and defensiveness to test and school performance over the elementary-school years. Monographs of the Society for Research in Child Development. 1966;31(2):1–76.
Howard S, Johnson B. Transition from primary to secondary school: Possibilities and paradoxes. Paper presented at AARE International Education Research. Melbourne: Conference; 2004, November.
Hughes JN. Students’ social and academic lives: Related spheres of influence. Paper presented at ISED Caring and Teaching. Amsterdam: Symposium; 2010, March.
Johnstone K. The transition to high school: A journey of uncertainty. Paper presented at the Association for Active Educational. Australia: Researchers; 2002, December.
Leary T. An interpersonal diagnosis of personality. New York: Ronald-Press; 1957.
Mainhard T. Time consistency in teacher-class relationships. Utrecht University, Utrecht: Unpublished doctoral dissertation; 2009.
Muthen LK, Muthen BO. Mplus users’ guide: The comprehensive modeling program for applied researchers. Los Angeles: Muthen and Muthen; 1999.
Neill S. Classroom nonverbal communication. London: Routledge; 1991.
Olweus D. Bullying at school. Cambridge, UK: Blackwell; 1993.
Opdenakker M-C, Van Damme J. Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education. 2006;22(1):1–21.
Opdenakker M-C, Maulana R. Teacher-student relationships and academic engagement: How do they develop and link? Paper presented at the International Conference on Interpersonal Relationships in Education. Colorado: Boulder; 2010, April.
Osborne J, Simon S, Collins S. Attitudes towards science: A review of the literature and its implications. International Journal of Science Education. 2003;25(9):1049–1079.
Patrick H, Turner JC, Meyer DK, Midgley C. How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record. 2003;105(8):1521–1528.
Rasbash, J., Charlton, C., Browne, W. J., Healy, M., & Cameron, B. (2005). MLwiN Version 2.0. Centre for Multilevel Modeling, University of Bristol.
Rasbash, J., Steele, F., Browne, W. J., & Goldstein, H. (2009). A users’ guide to MLwiN (Version 2.10). Centre for Multilevel Modeling, University of Bristol.
Singer JD, Willet JB. Applied longitudinal data analysis. Oxford: Oxford University Press; 2003.
Skinner EA, Belmont MJ. Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology. 1993;85(4):571–581.
Snijders TAB, Bosker RJ. Multilevel analysis: An introduction to basic and advanced multilevel modeling. London: Sage Publishers; 1999.
Speering W, Renie L. Students’ perceptions about science: The impact of transition from primary to secondary school. Research in Science Education. 1996;26:283–289.
Van der Werf MPC, Kuyper H, Opdenakker MC. Testing a dynamic model of student and school effectiveness with a multilevel growth curve approach. School Effectiveness and School Improvement. 2008;19(4):447–462.
Watzlawick P, Beavin JH, Jackson D. The pragmatics of human communication. New York: Norton; 1967.
Wubbels T, Brekelmans M. Two decades of research on teacher-student relationships in class. International Journal of Educational Research. 2005;43:6–24.
Wubbels T, Levy J. A comparison of interpersonal behavior of Dutch and American teachers. International Journal of Intercultural Relations. 1991;15:1–18.
Zeidner M. Test anxiety: The state of the art. New York, USA: Plenum Press; 1998.
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Maulana, R., Opdenakker, MC., Brok, P.D., Bosker, R.J. (2012). Teacher-Student Interpersonal Behaviour in the Turkish Primary to Higher Education Context. In: Interpersonal Relationships in Education. Advances in Learning Environments Research, vol 3. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-939-8_13
Download citation
DOI: https://doi.org/10.1007/978-94-6091-939-8_13
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-939-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)