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ERIC Number: EJ865189
Record Type: Journal
Publication Date: 2009-Apr
Pages: 34
Abstractor: As Provided
Reference Count: 69
ISSN: ISSN-0363-4523
Relational Turning Point Events and Their Outcomes in College Teacher-Student Relationships from Students' Perspectives
Docan-Morgan, Tony; Manusov, Valerie
Communication Education, v58 n2 p155-188 Apr 2009
The purpose of this study was to investigate teacher-student interaction using a relational frame (i.e., describing the student-teacher dynamic as inherently relational). Specifically, we focus on turning points and their potential outcomes in student-teacher relationships. Students who were able to identify a relational turning point event with a college teacher (n = 394) completed open- and closed-ended survey questions about the event, its outcomes, and their learning and motivation. Analysis of participants' responses yielded six meta-level categories of turning point events, most of which were positively valenced: instrumental, personal, rhetorical, ridicule/discipline, locational, and other person. Our analysis also yielded 11 categories of outcomes of relational turning point events. Two of these--changes in willingness to approach the teacher/seek help and changes in perceptions of their relationship with the teacher--were common to personal turning point events. Students who reported positive instrumental, personal, and locational turning point events also reported increased cognitive learning, affective learning, and student motivation following the turning points. Further, students who reported a ridicule/discipline turning point event, the one event type commonly rated negatively, reported decreased cognitive learning, affective learning, and student motivation. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A