An Analysis and Comparison of the Instructor-Student Relationship Using Relational Framing Theory

This study extended previous research on interpersonal dynamics between instructors and students by applying relational framing theory to participants’ (N = 544) reports on instructor-student relationships, compared to friends, family members, roommates, and significant others. The instructor-student relationship was similar to other relationships in dominance, similar to the roommate in involvement, and least like any relationship in affiliation. The affiliation frame was most salient in each relationship. In support of the intensifier hypothesis, affiliation was correlated with involvement in all relationships except the instructor-student relationship. Involvement was equally related to affiliation and dominance for students.