Teachers are unlikely to build positive TSRs unless they believe relationship-building is their role¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Teachers' role construction—whether they see building TSRs as part of their role—shapes their prioritization of relationship-building behaviors. → Robinson 2022

Evidence¶

Robinson 2022¶

Robinson, C. D. (2022). A Framework for Motivating Teacher-Student Relationships. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09706-0

q1 · i? · theoretical · r3

Theoretical argument drawing on role theory (Biddle) and the logic of appropriateness, supported by cited qualitative findings such as Phillippo and Stone's finding that "the more teachers feel capable of providing student support, the more likely they are to prioritize the role of providing social and emotional support to students." No new empirical test is reported.

"Teachers are unlikely to be motivated to build TSRs if they do not believe it is their role to cultivate positive relationships with students."

Discussion¶

Learner Variables¶

• Social Supports — outcome: instruction changes it

Related Claims¶

• Teachers' relational self-efficacy—beliefs in their capability to form, maintain, and repair relationships—is hypothesized to motivate TSR-building, but existing global self-efficacy measures show mixed links to TSR quality — related
• Sociocultural contexts—school, professional community, policy, and society—shape teachers' motivational beliefs about TSRs — a narrower finding that bears on this claim
• Teachers' subjective task values for TSRs—intrinsic, attainment, utility, and cost—shape their motivation to build relationships — related
• Participants reported re-prioritizing relationship building with students and finding community and support for self-care — related