The quality and impact of relationships between elementary school studentsand teachers

The purpose of the present study was to begin to examine, from the expectan cy value framework, several cognitive and motivational variables believed t o affect the development of the student/teacher relationship and, in turn, classroom success, Guided by the expectancy-value framework, three student variables are viewed as essential in guiding the success of the student/tea cher relationship: (1) their social self-concept beliefs, (2) the value the y place on developing a positive relationship with their primary teacher, a nd (3) their nonverbal communication skills. Eighty-two fourth- and firth-g rade students participated in the study. Variation in the students' percept ions of the quality of their relationship with their primary teacher and th eir classroom achievement were examined. In general, results suggest studen ts develop schemas, their social self-concept beliefs, about their relation ships with teachers that are consistent with their nonverbal communication skills. Furthermore, results suggest that for both positive perceptions of the relationship and academic achievement, valuing the relationship with th e primary teacher may compensate for nonverbal difficulties. (C) 2001 Acade mic Press.