Interpersonal theory: Agency and Communion dimensions and the principle of complementarity¶

Theory · All theories
Evidence · 2 claims (1 for, 1 mixed) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article uses interpersonal theory (Kiesler, 1996) to map interpersonal behavior and styles on two orthogonal dimensions: Agency, manifesting in strivings for power or control, and Communion, manifesting in strivings for friendliness and affiliation. Its complementarity principle states that "dominance induces submission, and vice versa" on Agency, while on Communion "hostility begets hostility and friendliness begets friendliness". Interactions largely following this principle are claimed to relate to relationship quality, though the article notes interactions often do not follow it, especially in hierarchical relationships where professionals may deliberately refrain from complementarity.

Design Implications¶

Context¶

Requirements¶

• Perceptions of interaction partners' behavior on both dimensions, e.g., via student questionnaires or continuous coding

Constraints¶

• The article notes that in practice interactions often do not follow the complementarity principle, and teachers are expected to sometimes inhibit complementary reactions to hostile student behavior

Target Learners¶

• teachers

Target Learning Objectives¶

• describing and improving teacher-student interpersonal relationships and classroom management

Claims¶

• Desirable Interpersonal Style Overall Coordination Complementarity [+M]
• Refraining From Complementarity Hypothesis Not Confirmed [~M]

Related Theories¶

• Agency/communion as figure/ground rather than polarity
• Interpersonal styles equated with generalized expectancies in social learning theory

Examples¶

• Teachers can use friendly eye contact to convey communion and encourage reciprocal gaze interaction during group work

Key Sources¶

• 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