Abstract
AbstractThe purpose of this study was to determine which of seven verbal response roles (feelings, thoughts, motives, behavior, encounter/ encouragement, confrontation, and sharing) hold the greatest potential for improving student-teacher relationships at the junior high school level. One hundred and one ninth grade students reported the frequency with which teachers with whom they had had the best and poorest relationships had used each response role as it was demonstrated on videotape. When response roles were rank ordered for each relationship by means, different role sequences resulted. The two relationships were then compared using a Wilcoxon signed ranks test for each role, with six of the seven response roles showing significant difference in use. Five of the response roles were used proportionately more in best relationships, two in poorest.
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