International Journal of Education

Previous research on classroom silence has primarily focused on the pedagogical perspective, investigating its causes, impacts, and underlying connotations. Inspired by the micro-interaction approach in sociology and Giddens theory of "pure relationship," this study shifts its focus to teacher-student relationships. The findings reveal that in the context of increasingly "purified" teacher-student relationships, the quality of classroom dynamics ultimately depends on the formation process of these relationships. When students perceive positive potential in the teacher-student relationship, they invest more effort with teachers to cultivate it, ultimately fostering a "harmonious classroom." Conversely, classroom silence emerges when students identify negative elements in the relationship, leading to reduced investment and ultimately causing the teacher-student relationship to "stagnate."

Classroom silence; Conservative classroom learning behavior; Teacher-student relationship; Pure relationship; Classroom interaction