Relational Turning Point Events and Their Outcomes in College Teacher–Student Relationships from Students’ Perspectives

Abstract

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.

Keywords:

• Relational Turning Points
• Teacher–Student Relationship
• Learning Outcomes
• Relational Frame

Acknowledgements

This manuscript is based on the first author's dissertation, which was directed by the second author. The authors dedicate this paper to Donald H. Wulff, who passed away during the completion of this project. Don was an amazing teacher, mentor, colleague, and human being. The authors would also like to thank Lisa Coutu, Frances Contreras, and Jerry Baldasty for their exceptionally helpful feedback on the ideas presented in this paper.

Additional information

Notes on contributors

Tony Docan-Morgan

Tony Docan-Morgan (Ph.D., University of Washington, 2008) is Assistant Professor at the University of Wisconsin-La Crosse, WI

Valerie Manusov

Valerie Manusov (Ph.D., University of Southern California, 1989) is Professor at the University of Washington, Seattle, WA