This thesis examined the instructor-student relationship through an interpersonal communication perspective. The current thesis took a two-step process to first derive participant-generated responses concerning undergraduate student maintenance behaviors and second to construct and validate a scale concerning those behaviors. Of additional interest was to explore reasons as to why students aim to maintain these relationships. A 16-item measure titled the Student Relational Maintenance Scale was created and consists of making connections, advice seeking, etiquette, and attendance behaviors. Additionally, results revealed that both professional and personal reasons motivated students to build these relationships. Making connections, advice seeking, etiquette, and attendance behaviors were positively related to students having professional goals; advice seeking, etiquette, and attendance were positively related to students having personal goals. The results of this thesis provided further insight into how and why undergraduate college students build positive interpersonal connections with their instructors.

Made available in DSpace on 2015-05-07T15:09:05Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1475994 bytes, checksum: 33301b5249d6feb0aa97c1d380f70f38 (MD5) Previous issue date: 2012-08-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation seek to investigate the motives which lead students who conclude the Literate Brazil Programme (PBA), in the municipality of Conde (State of Paraiba, Brazil) to continue (or not) their studies in youth and adult education programmes. Discussion on the continuity of schooling by means of youth and adult education (YAE) is developed within the perspective of Popular Education. We begin by analyzing the Decrees and Resolutions on the Literate Brazil Programme published by the Ministry of Education, reports from the State Forums of Youth and Adult Education and documents which deal specifically with youth and adult literacy in Brazil with a view to understanding current concerns and actions involving the continuity of studies by young people, adults and the elderly in the modality of YAE. We then analyze a number of theses and dissertations which deal with PBA with a view to identifying how the challenges with respect to the continuity (or not) of students who conclude PBA are dealt with in the different regions of the country. Finally we interview five students who concluded PBA, in the Municipality of Conde with the intention of identifying and analyzing their reasons for continuing to study. We dedicate special attention to the arguments capable of translating desires, aspirations and anxieties. To this end, we make use of Thematic Analysis, based on the Content Analysis approach (BARDIN, 2011). The works of Freire (2009, 2005, 1998, 1996,1979), Charlot (2005) and Pozo (2002) amongst others served as important references concerning the relation between knowledge and the active role of learners as a means of sustaining the schooling process in the modality of YAE. Amongst the results of the research we highlight: the interviewees consider teaching and learning as a means of creating good relations in the school context; they await urgent feedback, in the form of training, so that they can help the youngsters with home work, in order to obtain a national driving license, in order not to have problems in dealing with bank matters and in order to participate actively in church activities, among other practical demands. / A presente dissertação teve como objetivo investigar os motivos que levam as alunas egressas do Programa Brasil Alfabetizado PBA, do município de Conde/PB, a continuarem (ou não) os estudos na EJA. Este estudo insere, no campo da Educação Popular, a discussão sobre a continuidade da escolarização em EJA. Analisamos, inicialmente, Decretos e Resoluções do PBA, relatórios dos fóruns de EJA e documentos que tratam especialmente da alfabetização de jovens e adultos no Brasil, a fim de compreender como andam as preocupações e as ações voltadas para a continuidade dos estudos de jovens, adultos e idosos na modalidade EJA. Em seguida, percorremos alguns trabalhos de teses e dissertações que tratam do PBA, visando, especialmente, identificar como são abordados os desafios a respeito da continuidade (ou não) dos alunos egressos do PBA nas várias regiões do país. Completando nosso percurso, entrevistamos cinco alunas egressas do Programa, no município de Conde/PB, na intenção de identificar e analisar as razões pelas quais elas continuam a estudar. É dada atenção aos argumentos capazes de traduzir desejos, inquietações e aspirações. Para tanto, trabalhamos com Análise Temática, a partir da abordagem da Análise de Conteúdo (BARDIN, 2011). Foram dados destaques às obras de Freire (2009,2005, 1998, 1996, 1979), Charlot (2005) e Pozo (2002), entre outros, pelo que trazem sobre relação de saberes e o papel ativo dos educandos, para que o processo de continuidade escolar, na modalidade EJA, sustente-se. Entre os achados da pesquisa, temos que: as entrevistadas pensam o ensinar e o aprender como um meio de bem se relacionar no espaço escolar; aguardam retornos urgentes, como capacitação, para que possam ajudar os mais jovens nas tarefas escolares, conseguir carteira nacional de habilitação, não terem problemas em assuntos de banco e participar ativamente de suas igrejas, entre outras demandas práticas.