Examining the Influence of Interpersonal Calibration and Miscalibration on the Teacher-Student Relationship

• In Event: Poster Session 13
  In Poster Session: Learning and Motivation in Social and Cultural Contexts Poster Session 2

Abstract

The purpose of this study was to explore the extent to which adolescents and their teachers were calibrated in their perceptions of each other’s interpersonal behaviors and the impact of calibration on the dyad’s ratings of relationship quality. Eighteen items measuring interpersonal dominance / yielding, relationship satisfaction, and teacher support were adapted from the Questionnaire on Teacher Interaction (Wubbels, Brekelmans, 2005), the Teacher Student Relationship Inventory (Ang, 2005), and Sakiz’ (2012) measure of affective support. Two calibration scores were created to depict the degree of agreement between each student’s and their teacher’s: 1) perceptions of the student’s behavior and 2) perceptions of the teacher’s behavior. Findings suggest, calibration scores predict both the students’ and the teachers’ ratings of relationship quality.

Authors

• Sam Watson, Indiana University - Purdue University

• Heather A. Davis, San Diego State University