Abstract:
In a college environment, the quality of the educational relationship, which is based on teacher-student interaction, can have a decisive effect on academic success, as this bond is intended to evoke a positive reaction in students toward the subject matter. This relationship would therefore seem to merit further exploration, inter alia to establish the influence it may have on classroom climate, student motivation, and, ultimately, learning. Constructive educational interaction depends on a number of factors, some of which are related to the social and educational context in which instruction takes place and others, to students’ affective characteristics. This article first examines conceptual developments in the educational relationship, which are characterized by the transformation of teaching methods and the appearance of new learning preferences in recent generations of students. It then analyzes the nature of a quality educational relationship, focusing on how the latter can be established. Relying on some of the pertinent literature, the author goes on to discuss the effects a quality relationship can have on students. Lastly, the limitations and challenges involved in establishing an educational relationship in a postsecondary context are examined.
