Abstract
This study investigated student perceptions of control, trust, and intimacy as dimensions of teacher‐student relationships, and. the correlation between these relational variables and reports of learning. Control, trust, and intimacy are viewed as core dimensions of interpersonal relationships, and it is hypothesized that students who engage in out of class communication have relationships that are more interpersonal in nature than students who do not engage in out of class communication with teachers. This hypothesis was supported. Additionally, students who perceived their teachers as exhibiting higher levels of shared control, trust, and intimacy reported greater learning.
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