Analyzing Interpersonal Content and Structure of Teacher–Student Interactions With State Space Grids

• In Event: 33.049 - Using Complexity Theories to Move Toward Justice in Educational Research and Praxis

Abstract

The classroom social climate is important for student outcomes. In this study we related content and structure of micro-level teacher-student interactions to macro-level teacher-student relationships, indicative for the quality of the classroom social climate, for eight teachers. We used the Interpersonal Circle, a circular model that describes interpersonal behavior in terms of Agency and Communion. Teacher-student interactions were observed with Sadler’s computer joystick method. State Space Grid (SSG) analysis showed that the attractors (content) of the interactions corresponded to characterizations of the teacher-student relationship. We found that interactional patterns (structure) of teachers with social climates characterized by lower levels of agency and communion are less predictable. These findings indicate that real-time interactions are the building blocks of relationships.

Authors

• Helena J. M. Pennings, Utrecht University

• Tim Mainhard, Utrecht University

• Mieke Brekelmans, Utrecht University