ABSTRACT
This investigation focuses on teacher communication behaviors that affect student perceptions of the teacher-student relationship in the learning environment. Specifically, perceptions of interpersonal solidarity with the instructor are examined with respect to student anxiety traits, anxiety states, and classroom learning. While educational researchers have demonstrated that effective orientations toward subject (e.g., Crosswhite, 1972), school (e.g., Lunn, 1969; Shepps & Shepps, 1971), self (Brookover, Thomas, & Paterson, 1964), and even specific instructional units (cf. Bloom, 1976) are related to student learning processes, only recently has the concept of “affect toward instructor” received attention (e.g., Scott & Wheeless, 1977). Investigations of the relationship implied in teacher-student interactions should specify ways in which teachers contribute to student orientations and motivations toward learning and generate specific criteria for establishing professionally appropriate classroom relationships.
