1.1 Foundation of learning environment research
Over 50 years ago, Lewin and Murray began to conduct studies to assume theimportance of the learning classroom environments, from which they laid the foundationsfor classroom environment research. Lewin (1936) introduced the formula B = f (P, E), thepurpose of which is to describe human behavior (B) as a function of two interdependentvariables, that is, the Person (P) and the Environment (E). Murray (1938) developed thistheory to describe the concept of the personal needs of an individual that includesobjectives and motivations, and the environmental press that contains stimulus, treatmentand process variables. Murray’s theory led to the development of various measures toassess personality that may influence human behavior. However, the environmentalmeasures were rarely investigated by early researches. Later, Moos (1979) put forwardthree general categories that can be used to represent various learning environments in hisresearch on human environments. The first category is seen as the relationship dimensionswhich measure the nature and intensity of personal relationships within the environment.At the same time, these dimensions are used to evaluate the extent to which people getinvolved and support each other in the environment. The second type is regarded as thepersonal enhancement dimensions that assess individual improvement andself-development. The last category is called environment maintenance and environmentchange dimensions which assess the extent to which the system of environment is undercontrol and keep orderly, and responsive to change. For nearly 30 years, Moos’ work hasinfluenced the development and use of various instruments to measure the qualities of theclassroom learning environment from the point of view of the students (Fraser 1998;Fraser & Walberg 1991).
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1.2 Interpersonal teacher behavior (ITB)
We know that students’ perception of teacher behavior is one aspect of the classroomenvironment influencing their learning outcomes. Interpersonal teacher behavior is bothsocial and emotional in its nature. It plays an important role in creating and maintaining awarm and flexible atmosphere that is beneficial to learning (Wubbels, 1992).Everyone knows that teachers with a variety of communication strategies result indifferent kinds of teacher-student relationships in the classroom. Some teachers areconfident and others hesitant; some are strict and others kind. In order to describe thestudent perceptions towards the different kinds of interpersonal behaviors of their teachers,Wubbels et al. (1985) applied Leary's model (1957) for interpersonal relationships, whichhas proven to be credible and convincing to conceptualize the interpersonal relationshipsunder the context of clinical psychology and psychotherapeutics (Lonner, 1980). WithLeary's model for interpersonal diagnosis of personality as basic knowledge, Wubbels et al.(1985) adapted this model to the background of education for the purpose of mappingstudent perception of the interpersonal behaviors of their teachers. The newly adaptedmodel was called the Model for Interpersonal Teacher Behavior (MITB).
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2 Methodology
2.1 Research questions
This research intends to addre，英语毕业论文，英语论文范文
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