An investigation into the types of turning point events affecting relational change in student-faculty interactions

O'Neill, Karen; Todd-Mancillas, William R.

doi:10.1007/bf00917813

Cited by 5 publications

(3 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similar to students in previous studies (Docan-Morgan & Manusov, 2009;O'Neill & Todd-Mancillas, 1992), teachers reported that turning points occurred during discussions of course policies and assignments, discussions of advancement in education or career, and self-disclosures. Further, both teachers and students reported moments of intense, heated interaction.…”

Section: Discussionsupporting

confidence: 63%

“…Like other types of interpersonal relationships, the teacherÁstudent relationship remains interdependent in that teachers and students influence each other by meeting (or not meeting) the instructional and interpersonal needs that both bring to the instructional context.' ' (p. 159) This evidence that teacherÁstudent interactions affect teacher outcomes, coupled with findings that turning points affect student outcomes (Docan-Morgan & Manusov, 2009;O'Neill & Todd-Mancillas, 1992), provides reason to believe that turning points may affect teacher outcomes as well. The second major purpose of this study, then, is to investigate how relational turning point events between teachers and students affect teacher outcomes.…”

Section: Relational Change In the Instructional Contextmentioning

confidence: 78%

“…These relationships often do shift or change, and as a result appear to affect students' learning, motivation, self-confidence, and career aspirations, among a host of other outcomes (Docan-Morgan & Manusov, 2009). Previous research (Docan-Morgan & Manusov;O'Neill & Todd-Mancillas, 1992) reports that college students experience meaningful communication events with their teachers that alter their relationships. More specifically, these students report experiencing relational turning points, or events or occurrences associated with change, with their college instructors.…”

mentioning

confidence: 93%

See 2 more Smart Citations

“Everything Changed”: Relational Turning Point Events in College Teacher–Student Relationships from Teachers' Perspectives

Docan-Morgan¹

2011

Communication Education

View full text Add to dashboard Cite

The purpose of this study was to investigate college teachers' experiences of relational turning points with their students, as well as how these turning point events may affect teacher outcomes. Teachers who were able to identify a relational turning point event with a student (n 0306, 78.5% of the overall sample) completed open-and closedended questions about the event. Analysis of participants' responses yielded four distinct supracategories of relational turning point events, comprised of consultation, transgression, intimation, and realization of student potential or success. Teachers who reported intimation and realization of student potential or success turning point events also indicated increased liking for students, teacherÁstudent interpersonal relationships, teacher self-efficacy, teacher motivation, and teacher job satisfaction. Teachers who reported transgression turning points indicated decreased liking for students, teacher motivation, and teacher job satisfaction. Teachers who reported consultation turning point events indicated either increased or decreased teacher outcomes depending on the nature of the event. At the end of the article, readers are invited to engage in reflective practice and move to action regarding the findings of this study.

show abstract

Section: Discussionsupporting

confidence: 63%

Section: Relational Change In the Instructional Contextmentioning

confidence: 78%

mentioning

confidence: 93%

See 1 more Smart Citation

“Everything Changed”: Relational Turning Point Events in College Teacher–Student Relationships from Teachers' Perspectives

Docan-Morgan¹

2011

Communication Education

View full text Add to dashboard Cite

show abstract

Justice in the Higher Education Classroom: Students’ Perceptions of Unfairness and Responses to Instructors

2017

View full text Add to dashboard Cite

As the median age of marriage has reached an all-time high (29.2 years for men and 27.1 years for women), 334 university students completed the Marriage Apprehension Questionnaire and measures of attachment style, maximizing, selfishness, self-control, and gratitude. Of the six independent variables, avoidant attachment, anxious attachment, maximizing, and selfishness were positively correlated with marriage apprehension, while self-control and gratitude displayed negative correlations. The sole exception was the nonsignificance of anxious attachment among the men. Regression analysis demonstrated that the six variables accounted for 38.1 percent of the variance in marriage apprehension, with avoidant attachment alone accounting for 16.6 percent of the variance. (55 ref)-University of St. Thomas.

show abstract

Exploring the strategies of faculty-student interactions: A grounded theory study in Iranian academic context

Soltani

Boostani

Golestani

2020

Learning, Culture and Social Interaction

View full text Add to dashboard Cite

An investigation into the types of turning point events affecting relational change in student-faculty interactions

Cited by 5 publications

References 6 publications

“Everything Changed”: Relational Turning Point Events in College Teacher–Student Relationships from Teachers' Perspectives

“Everything Changed”: Relational Turning Point Events in College Teacher–Student Relationships from Teachers' Perspectives

Justice in the Higher Education Classroom: Students’ Perceptions of Unfairness and Responses to Instructors

Exploring the strategies of faculty-student interactions: A grounded theory study in Iranian academic context

Contact Info

Product

Resources

About