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Dyadic trust relations between teachers and students – an empirical study about conditions and effects of perceived trustworthiness in the classroom from a differential perspective
| Content Provider | Semantic Scholar |
|---|---|
| Author | Schulte-Pelkum, Jörg Schweer, Martin Pollak, Beate |
| Copyright Year | 2014 |
| Abstract | This paper reports an empirical questionnaire study about three levels of dyadic trust relations in the classroom: students’ trust in teachers, teachers’ trust in students and the trust among classmates. Based on the differential theory of trust (Schweer 1996), the reciprocal nature of trust was examined using the concept of implicit theories of trust. Differential effects were found for the three dyads: Teachers’ trust ratings for their students highly correlated with perceived social behaviour, while students’ ratings on their teacher highly correlated with perceived quality of personal relation. Cluster analyses revealed linear relationships between levels of trust and behavioural, emotional, and cognitive correlates of trust for the student-teacher and student-student dyads. The results are discussed with respect to implications on theoretical aspects of trust research and as well as practical issues for teacher training. |
| File Format | PDF HTM / HTML |
| DOI | 10.2307/j.ctvss3zxq.7 |
| Alternate Webpage(s) | https://www.uni-vechta.de/fileadmin/user_upload/Paedagogische_Psychologie/Dateien_Anrisse/2014-03-01_Sh9_Forschung_02_Schulte-Pelkum_et_al.pdf |
| Alternate Webpage(s) | https://doi.org/10.2307/j.ctvss3zxq.7 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
