The connection of similarity and in

The connection of similarity and interpersonal relationship is when people perceive themselves as similar to others, greater liking and closer relationships typically result. There are two main types of studies proliferate which are those that have fabricated similarities for the sake of experimental manipulations and those that have investigated actual similarities. First, the content of the similarities associated with improved relationship outcomes covers an impressively disparate array of topics. Second, even the most trivial similarities can lead to positive sentiments toward another person. Despite their contributions, these two approaches to studying the connections between similarity and relationships leave two important gaps in our knowledge. First, this work leaves open the crucial scientific question of whether real similarities cause improved outcomes in real relationships. Then, the second gap in our knowledge is without some way to leverage real similarities between individuals within a classroom, the associations between similarity and relationship outcomes have limited practical applications. In the first randomized field experiment that leverages actual similarities to improve real-world relationships, we examined the affiliations between 315 9th grade students and their 25 teachers. Students in the treatment condition received feedback on 5 similarities that they shared with their teachers; each teacher received parallel feedback regarding about half of his or her 9th grade students. Five weeks after our intervention, those in the treatment conditions perceived greater similarity with their counterparts. Furthermore, when teachers received feedback about their similarities with specific students, they perceived better relationships with those students, and those students earned higher course grades. Therefore, the studies have shown that students with better Teacher-Student Relationships tend to achieve more highly in school. The associations between Teacher-Student Relationships and students’ behavior include findings that middle school students more willingly pay attention in class when they think their teacher cares more. On the other hand, adolescents’ who perceived more disinterest or criticism from their teachers were more likely to cause discipline problems. As a result, more positive student perceptions of their Teacher-Student Relationships corresponded with increased student participation and attendance, and decreased disruptive behavior. Our study builds on the robust social psychological research showing that similarity fosters liking and more positive relationships. By experimentally manipulating teachers’ and students’ perceptions of actual similarities, our study allows for causal inferences to be made about the effects of similarity on real-world, ongoing relationships. Results suggest that the intervention alters students’ and teachers’ perceptions of how much they have in common, benefits the Teacher-Student Relationships such as bolsters students’ classroom grades.