The supervisor-doctoral student interpersonal relationship is important for the success of a PhD-project. Therefore, information about doctoral students' perceptions of their relationship with their supervisor can be useful for providing detailed feedback to supervisors aiming at improving the quality of their supervision. This paper describes the development of the questionnaire on supervisor-doctoral student interaction (QSDI). This questionnaire aims at gathering information about doctoral students' perceptions of the interpersonal style of their supervisor. The QSDI appeared to be a reliable and valid instrument. It can be used in research on the relationship between supervisor and doctoral student and can provide supervisors with feedback on their interpersonal style towards a particular student.

This study highlights the importance of teachers in relation to the emotions students experience in class. First, in line with the work of Kenny, we argue that the specific relationship that evolves between teachers and students drives students' emotional experiences. We decompose variability in student emotions not only into the commonly investigated student and teacher facets but also into facets representing specific pairings of teachers with classes and students (so-called relationship effects). Second, using interpersonal theory, we assess the degree to which the interpersonal quality of teaching accounts for variability in student emotions. Cross-classified multilevel modelling of 8042 student ratings (N ¼ 1668 secondary school students, M age ¼ 14.94) of 91 teachers indicated that a considerable amount of variability that is usually assigned to the student level may be due to relationship effects involving teachers. Furthermore, the way that teachers interpersonally relate to their students is highly predictive of student emotions. In sum, teachers may be even more important for student emotions than previous research has indicated.

Highlights  Teacher gaze show expertise differences in static and dynamic aspects of expertise.  Teacher gaze efficiency revealed cultural differences.  Dynamic measures supplement conventional static measures of teacher expertise.

According to social referencing theory, cues peers take from positive and negative teacher behavior toward a student affect the student’s peer liking and disliking status. The present study was the first to test the hypothesized mediation model connecting teacher behavior with peer liking and disliking status, via peer perceptions of teacher liking and disliking for the student. We used a longitudinal design and controlled for peer perceptions of student behavior. A sample of 1,420 5th-grade students (Mage = 10.60) from 56 classes completed sociometric questionnaires at 3 time points within 1 school year. At the first time point video data was also recorded, and teacher behavior toward specific students was coded. A multilevel path analysis showed that teachers did function as social referents for peer status but only through their negative behavior toward a student. Negative teacher behavior was associated with peer perceptions of the teacher’s disliking for the student 3 months later, which in turn predicted peers’ disliking of the student 6 months later. Findings suggest that teachers play a prominent role in peer relationships, particularly in peer disliking. For practice, this suggests that it may be important for teachers to refrain from openly negative behavior toward students, particularly those at risk of peer rejection.

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This study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice.

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