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Assessing Undergraduate Student-Teacher Relationship Factors using Working Alliance and Interpersonal Influence Theories

De Clute, Shannon M.
http://rave.ohiolink.edu/etdc/view?acc_num=akron1353092459

Abstract Details

2012, Doctor of Philosophy, University of Akron, Counseling Psychology.
The purpose of this study was to test the applicability of working alliance theory (Bordin, 1979; Castonguay, Constantino, & Grosse Holtforth, 2006) and interpersonal influence theory (Strong, 1968) as ways to articulate an empirically informed model of student-teacher relationships in order to extend the current body of knowledge on effective teaching practices and philosophies. Working alliance theory has previously been adapted to supervisory, advisory, and therapeutic group relationships with success. Several authors (e.g., Koch, 2004; Meyers, 2008) have discussed how working alliance theory may fit into a model of student-teacher relationships. This study tested this line of reasoning by providing an empirical evaluation of student-teacher working alliances. In addition, this study examined Strong’s (1968) interpersonal influence theory, which has been used to successfully explain hierarchical elements in counseling relationships. In order to thoroughly test these theories, they were first examined separately, and then tested together as complementary theories. Results suggested that the combination of the working alliance theory and the interpersonal influence theory results in an interpretable solution that accounts for significant amounts of variance. The resulting final measurement scale, called the Student-Teacher Relationship Inventory (STRI), was based on items derived from both theories. In addition, preliminary predictive validity of the STRI was examined by comparing the STRI to four student outcome measures: (a) student self-efficacy, (b) satisfaction with course and teacher, (c) student participation in learning, and (d) course performance. Consistent with previous findings, the STRI scores were positively correlated with self-efficacy, satisfaction, and participation in learning. STRI scores were not correlated with overall course performance.
Charles Waehler, Dr. (Advisor)
James Rogers, Dr. (Committee Member)
Joelle Elicker, Dr. (Committee Member)
David Tokar, Dr. (Committee Member)
Renee Mudrey-Camino, Dr. (Committee Member)
232 p.
Education; Educational Psychology; Teaching
working alliance; undergraduate students; student-teacher relationship;

Recommended Citations

Citations

  • De Clute, S. M. (2012). Assessing Undergraduate Student-Teacher Relationship Factors using Working Alliance and Interpersonal Influence Theories [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1353092459

    APA Style (7th edition)

  • De Clute, Shannon. Assessing Undergraduate Student-Teacher Relationship Factors using Working Alliance and Interpersonal Influence Theories. 2012. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1353092459.

    MLA Style (8th edition)

  • De Clute, Shannon. "Assessing Undergraduate Student-Teacher Relationship Factors using Working Alliance and Interpersonal Influence Theories." Doctoral dissertation, University of Akron, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1353092459

    Chicago Manual of Style (17th edition)

akron1353092459
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© 2012, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.