The hypothesis that both teachers can refrain from complementarity when facing hostile student behavior could not be confirmed¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Ethan faced no hostile student behavior during observation, and Sam was unable to refrain from hostile behavior, so the refraining hypothesis was not supported in this study. → Pennings 2017

Evidence¶

Pennings 2017¶

Pennings, H. J. M. (2017). Using a Complexity Approach to Study the Interpersonal Dynamics in Teacher-Student Interactions: A Case Study of Two Teachers. Complicity: An International Journal of Complexity and Education, 14(2). https://complicityjournal.org doi:10.29173/cmplct29338

q2 · i? · associational · r1

Based on visual inspection of the time-series and the Communion phase result, the discussion reports the refraining hypothesis was not confirmed, contrasting with a prior finding (Pennings, 2017) that teachers with desirable styles refrained more often.

"the hypothesis that both teachers can refrain from negative student behavior could not be confirmed. For Ethan, because he simply did not face hostile student behavior, while for Sam, it might be the case that he is struggling so much to get his students' attention that he cannot think of remaining friendly."

Discussion¶

Related Claims¶

• The teacher with the more desirable interpersonal style showed overall coordination consistent with the complementarity principle, while the less desirable teacher's coordination did not — related
• Phase analysis showed Ethan leading the interaction with sameness in Communion and oppositeness in Agency, while Sam led in Communion but followed in Agency — related
• Teacher-student cyclical entrainment was considerably higher in the desirable-style teacher's classroom than in the struggling-style teacher's classroom — related
• Quadratic and cubic trends significantly improved the linear model of teacher and student behavior, showing the importance of studying nonlinearity — related
• During the middle stage of therapy, successful therapists respond at a significantly lower level of complementarity than unsuccessful therapists — related