Investigating the Relationship, Extracting Groups and Determining the Canonical Loads of the Teacher-Student Communication Pattern and the Components of Developing Students' Intellectual and Practical Skills

Document Type : Research Article


1 Assistant Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bo Ali Sina University, Hamedan, Iran

2 PhD in Educational Management, Faculty of Humanities, Bo Ali Sina University, Hamadan, Iran


Objective: The current research was conducted with the aim of investigating the Canonical correlation between the teacher-student relationship and the development of intellectual and practical skills in students.
Methods: The research method is descriptive-correlational. The statistical population consisted of all undergraduate students of Bu-Ali Sina University in Hamedan. Using random cluster sampling, 386 students were randomly selected for study to collect research data from two standard questionnaires of teacher-student relationship and the development of intellectual and practical skills was used. The collected data were analyzed using SPSS 25 statistical software.
Results: The results showed that the relationship between teacher-student components with practical and intellectual skills students is positive and significant.
Conclusions: As a result, one of the factors affecting students' intellectual and practical skills can be the characteristics of the relationship between the professor and the student, so that the redundancy index is equal to 59, which indicates the amount of variance explained based on the components of the teacher-student relationship.


Main Subjects

Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U., (2018). Student misbehavior and teacher well-being:
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126-136.
Amini, A. (2016). Investigating the relationship between family dimensions and quality of life with academic emotions of high school students covered by the Ivan City Relief Committee, clinical psychology bachelor's thesis, Islamic Azad University, Ilam branch. [In Persian]
Babula, A.B., & Babula, M. (2018). Learning on the move business students’ adaptation of virtual learning environment and mobile device technology. The International Journal of Management Education, 16(2), 321-326.
Besseah, B., Achiro, D., Mahando, J., & Salau, S. (2017). Embedding digital and research-literacy support program into postgraduate studies curriculum: A proposed program for sub-Saharan African postgraduate schools. Library Review, 66(9), 586-594.
Coopasami, M., Knight, S., & Pete, M. (2017). e-Learning readiness amongst nursing students at the Durban University of Technology. Health SA Gesondheid, 22, 300-306.
Corbin, C.M., Alamos, P., Lowenstein, A., Downer, J., & Brown, J. (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1-12.
Darabi, T. (2012). Investigating the relationship between faculty members' skills in the application of the seven stages of the learning cycle and the development of intellectual and practical skills of Shiraz University engineering students, Master's thesis in educational management, Shiraz University. [In Persian]
Fitzpatrick MA. (2004). The Family communication patterns theory observations on its development and application. The Journal of Family Communication, 4, 167-179.
Fitzpatrick, M. A., & Ritchie, L. D. (1994). Communication schemata whitin the family: Multiple perspectives on family interaction. Human Communication Research, 20, 275-301.
Ghanbari, S., & Soltanzadeh, V. (2016). The Mediating Role of Emotional Intelligence in the Relationship between Self- efficacy of Research and Academic Achievement Motivation. Educational Measurement and Evaluation Studies6(14), 41-67. [In Persian]
Ghorbani, S. (2016), presentation of the model of the influence of intelligent leadership on organizational entrepreneurship with the mediating role of organizational culture, doctoral thesis of entrepreneurial management, Kermanshah Institute of Public Administration. [In Persian]
Hampton, C. (2002). Teaching Practical skills. In A.K. Mishra & J. Bartram (Eds.), Perspectives on distance education: skills development through distance education (pp. 83-91). Vancouver, Canada: Commonwealth of learning. Retrived from: sitecollectionDocuments/skills-chapter 09.pdf.
Hanaysha, J.R., Shriedeh, F.B., & In'airat, M. (2023). Impact of classroom environment, teacher competency, information and communication technology resources, and university facilities on student engagement and academic performance. International Journal of Information Management Data Insights, 3, 1-12.
Hyytinen, H., Toom, A., & Postareff, L. (2018). Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students. Learning and Individual Difference, 67, 132-142.
Khalekian, B. (2015). The classroom environment for developing thinking: strategies for developing logical, critical and creative thinking, Tehran: Mohajer Publishing House. [In Persian]
Koerner, A. F. & Fitzpatrick, M. A. (1997). Family type and conflict: The impact of conversation orientation and conformity orientation on conflict in the family. Communication Studies, 48, 59-78.
Kureshnia, M (1390). Presenting a causal model for students' critical thinking tendency according to the factors of cultural values, the dimensions of family-university communication patterns and the satisfaction of basic psychological needs, educational psychology doctoral thesis, Shiraz University. [In Persian]
Mehraliyan, A., & Maghami, H. (2022). Competencies Required by the Desired Electronic Teacher in the Educational System. Biquarterly Journal of Cognitive Strategies in Learning, 10(19), 259-284. [In Persian]
Millar, R. (2014). The role of practical work in the teaching and learning of science. Paper prepared for the Committee: High School Science Laboratories: Role and Vision, National Academy of Sciences, Washington, DC.
Mohagheghi, H., Mohagheghi, A., & Afshar, M. (2020). The Effect of Educational Software Based on Ganiyeh and Briggs Patterns on Cognitive Levels of Learning and Attitude of Maths in Third-Elementary Students. Biquarterly Journal of Cognitive Strategies in Learning8(15), 129-144. [In Persian]
Myers, S., Hojjat, S., Miller, R., Bruer, S., & Ferrone, M. (2018). Development of a student-driven information technology support service, Currents in Pharmacy Teaching and Learning. Currents in Pharmacy Teaching and Learning, 10(10), 1391-1405.
Nabavi, S., Amin Bidakhti, A., & Jafari, S. (2016). The relationship between professional competence of faculty members and academic achievements of students, conference of new researches of Iran and the world in psychology and educational sciences, law and social sciences. [In Persian]
Nakamura, F., & Ooie, K., (2017). A study on mobility improvement for intellectually disabled student commuters. IATSS Research, 41(2), 74-81.
Nam, B.H., Yang, Y., & Draeger, R. (2023). Intercultural communication between Chinese college students and foreign teachers through the English corner at an elite language university in Shanghai. International Journal of Intercultural Relations, 21, 451-463.
Ozturk, C., Muslu, G. K., & Dicle, A. (2008). A comparison of problem-based and traditional education on nursing students’ critical thinking disposition. Nurse Education Today, 28(5), 627-632.
Reeve, J. (2006). Teachers as an facilitators: What autonomy-supportive theachers do and why their students benefit. Elementary School Journal, 106, 225-236.
Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634-656.
Scarnati, J. T. (2001). On becoming a team player. Team Performance Management: An International Journal, 7(1/2), 5-10.
Sharaf, A., & Karimi, F. (2017). Games for developing problem solving skills with a design thinking approach, Tehran: Adineh Publishing. [In Persian]
Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33, 883-897.
Sorgenfrei, M., & Buxton, C. (2013). Building Organizational Capacity Through Analytical Skills Training in Central Asia. Praxis Note 32. Oxford, UK: INTRAC.
Steiner, D. G. (2011). The communication habits of engineers: A study of how compositional style and time affect the production of oral and written communication of engineers. Journal of Technical Writing and Communication, 41, 33-58.
Stel, M., & Veenman, M. (2008). Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains. Learning and Individual Differences, 18(1), 128-134.
Stukalina, Y. (2017). Management of a Technical University in the Context of Preparing Students for the 21stCentury Careers in Science and Technology, Procedia Engineering, 178, 249-257.
Taheri, R., & Honarparvaran, N. (2012). The comparison of relationship between family communication patterns and self concept with coping styles in male and female students. Armaghane Danesh, 17(4), 359-369. [In Persian].
Tiwari, A., Lai, P., So, M., & Yuen, K. (2006). A comparison of the effects of problem-based learning and thinking. Medical Education, 40(6), 547-554.
Turkzadeh, J., & Jafari, S. (2011). Approaches and theories of traditional and modern theories of leadership: Towards a leadership worldview. Management Development and Human Resources and Support, 7(25), 91-133. [In Persian]
University of Virginia Oral Communication Competency Report (2007). Submitted by the Oral Communication Competency Assessment Committee. Coordinated by the Office of Institutional Assessment and Studies.
Wang, X., Tan, S., & Li, L. (2020). Technostress in university students’ technology-enhanced learning: An investigation from multidimensional person-environment misfit. Computers in Human Behavior, 105, 106-118.
Wong, T.C., Parent, A.C. & Konishi, C. (2019). Feeling connected: The roles of student-teacher relationships and sense of school belonging on future orientation. International Journal of Educational Research, 94, 150-157.
Zee, M., & Roorda, D.K. (2018). Student–teacher relationships in elementary school: The unique role of shyness, anxiety, and emotional problems. Learning and Individual Differences, 67, 156-166.