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ERIC Number: ED550467
Record Type: Non-Journal
Publication Date: 2012
Pages: 246
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-3659-5
ISSN: N/A
Assessing Undergraduate Student-Teacher Relationship Factors Using Working Alliance and Interpersonal Influence Theories
De Clute, Shannon M.
ProQuest LLC, Ph.D. Dissertation, University of Akron
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Student Teacher Relationship Scale