Document Type : Research Paper

Authors

• Marziyeh Imani ¹
• Shima Ebrahimi ²

¹ M. A. in Persian Language Teaching, Ferdowsi University of Mashhad, Mashhad, Iran.

² Associate Professor of Persian Language Teaching, Ferdowsi University of Mashhad, Mashhad, Iran.

Abstract

Positive interpersonal behaviors in educational settings can motivate students to engage in class discussions, facilitate their learning, and build positive relationships. Notably, strokes boost students’ and teachers’ self-esteem and confidence, enhance motivation, and set the stage for a friendly student-teacher relationship. This study introduces the concept of literary strokes, inspired by the notion of strokes in Transactional Analysis (TA). It aims to determine which forms of literary or non-literary strokes are preferred by students of various academic disciplines who act as the receivers of these strokes in educational settings. The research constructs and validates a scale for measuring literary or non-literary stokes that students choose. The development of the scale was completed in three stages: reviewing relevant questionnaires, reviewing literary pertinent works to strokes, evaluating situations of teacher-student interactions, and consulting with experts (7 males and 3 females). To validate the scale, 411 students (133 males, 278 females) from various levels and fields of study answered the scale, which was distributed online. Results suggested that the scale had a reliability of 0.93 and acceptable validity according to exploratory and confirmatory factor analyses; therefore, it can be used for future studies.

Keywords

• Interpersonal behaviors
• Stroke preference
• Transactional analysis
• Literary stroke
• Non-literary stroke
• University students

Main Subjects

• Social Interaction