This investigation analyzed audio recordings of instructional groups for (a) Flanders’ categories of interaction, (b) levels of interpersonal functioning attained on Carkhuff’s scales of empathy, congruence, and positive regard, and (c) the levels of Bloom’s Taxonomy reached in student responses. Of the thirteen variables investigated, only the relationship between student level of cognitive functioning and positive regard yielded a significant (p < .001) biserial coefficient. This pattern of relationships remained constant when the data from the total group was separately analyzed by grade levels. The indication seems to be that a teacher’s increased positive regard for students is translated into classroom behavior which elicits higher levels of cognitive functioning from the students.
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Aspy et al. (1972) studied this question.