Juvonen's juxtapositioning and reciprocal relationship... pretty persuasive! | W4 Q2 | Discussion

Juvonen (2006) provided strong evidence for the influence of social relationships on students’ success in K-12. Particularly compelling was the way she brought together related studies with different but complementary results. For example, one cited study showed that positive teacher regard was associated with positive changes in academic consequences, and Juvonen contrasted this with a study associating teacher disrespect with decreased academic interest (see p. 659). These juxtapositions show the influence of relationships persists whether the relationships are positive or negative. Additionally, Juvonen’s proposed reciprocal, rather than unidirectional, relationship between social interaction itself and the outcomes of that interaction, is supported by relationship research conducted outside of school contexts. Reis, Collins, and Berscheid (2000) cite many studies demonstrating feedback loops that are self-reinforcing with respect to interaction expectancies.

Given that negative relationships can be mutually reinforcing with unproductive academic behavior, schools would do well to take steps to both maintain positive expectations and relationships and prevent negative expectations and relationships from forming. One optimal time for intervention is the transition to middle school, which is associated with decreased motivation, presumably due to high stress brought about by the more impersonal school atmosphere (Juvonen, 2006). As students from several elementary schools often matriculate to a single middle school, one practical suggestion would be for schools to create homeroom groups that keep students from the same elementary school together for a part of the school day. Time with students with whom they have existing relationships could reduce the stress of the transition.