1- Department of English Language and Literature, Faculty of Humanities, Kosar University of Bojnord, Bojnord, Iran , z.abolfazli@kub.ac.ir
2- PhD in TEFL, Ilam Unievristy, I. R. Iran
2- PhD in TEFL, Ilam Unievristy, I. R. Iran
Abstract: (27 Views)
Objective: Professor–Student Relationships (PSRs) are a cornerstone of the higher education experience, yet their manifestation is shaped by disciplinary norms and cultural context. While the importance of PSRs is widely recognized, comparative research examining their multidimensional nature across academic disciplines within non-Western, hierarchical settings remains limited. This study aimed to compare Iranian undergraduate students’ perceptions of PSRs across disciplines, focusing on emotional, social disposition, and moral–behavioral dimensions.
Methods: A comparative cross-sectional design was employed with Iranian undergraduate students from the humanities (n = 115) and hard sciences (n = 74). Data were collected online using a validated 30-item questionnaire based on Adolph’s (2003) multidimensional framework (Cronbach’s α = 0.96). Independent samples t-tests were conducted to examine disciplinary differences, and item-level analyses were performed to identify nuanced variations in expectations and perceptions.
Results: Overall, students in both disciplines reported positive perceptions of PSRs. Humanities students demonstrated a marginally more positive perception of professors’ social disposition compared with hard science students (p = .059). Item-level analysis revealed subtle disciplinary differences, particularly regarding expectations for emotional engagement and collaborative learning practices.
Conclusions: The findings indicate that the salience of PSR dimensions is discipline-contingent, even within a shared cultural context that emphasizes respect for authority. Effective pedagogical strategies and faculty development initiatives in higher education should be tailored to disciplinary cultures to foster supportive and effective learning environments.
Methods: A comparative cross-sectional design was employed with Iranian undergraduate students from the humanities (n = 115) and hard sciences (n = 74). Data were collected online using a validated 30-item questionnaire based on Adolph’s (2003) multidimensional framework (Cronbach’s α = 0.96). Independent samples t-tests were conducted to examine disciplinary differences, and item-level analyses were performed to identify nuanced variations in expectations and perceptions.
Results: Overall, students in both disciplines reported positive perceptions of PSRs. Humanities students demonstrated a marginally more positive perception of professors’ social disposition compared with hard science students (p = .059). Item-level analysis revealed subtle disciplinary differences, particularly regarding expectations for emotional engagement and collaborative learning practices.
Conclusions: The findings indicate that the salience of PSR dimensions is discipline-contingent, even within a shared cultural context that emphasizes respect for authority. Effective pedagogical strategies and faculty development initiatives in higher education should be tailored to disciplinary cultures to foster supportive and effective learning environments.
Keywords: Professor-student relationship, Emotional behavior, Moral behavior, Social disposition, Cross-disciplinary comparison
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