THEORETICAL AND PSYCHOLOGICAL FOUNDATIONS OF INTERPERSONAL RELATIONSHIPS BETWEEN PROFESSORS AND STUDENTS IN HIGHER EDUCATION

INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 10 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | December, 2025 181 DOI: https://10.5281/zenodo.18037075 THEORETICAL AND PSYCHOLOGICAL FOUNDATIONS OF INTERPERSONAL RELATIONSHIPS BETWEEN PROFESSORS AND STUDENTS IN HIGHER EDUCATION Boykuvatova Dilsuz Salim kizi Instructor of Psychology Department of Social Sciences Shahrisabz State Pedagogical Institute Email: [email protected] ORCID: https://orcid.org/0009-0008-7142-1001 ABSTRACT Interpersonal relationships between professors and students in higher education play a pivotal role in students’ academic success, motivation, and psychological wellbeing. Positive relationships foster student engagement, confidence, and professional identity formation, while negative interactions may lead to disengagement and psychological distress. This paper examines the theoretical and psychological underpinnings of professor-student relationships, emphasizing the role of faculty support, emotional intelligence, mentorship, and inclusive practices. Using a qualitative synthesis of recent literature, the paper identifies facilitators, barriers, and best practices in promoting effective interpersonal relationships in academic settings. Keywords: interpersonal relationships, professor-student interaction, academic motivation, emotional intelligence, student engagement INTRODUCTION Interpersonal relationships in higher education are foundational to student learning, motivation, and overall well-being (Opoku-Danso et al., 2025; Guzzardo et al., 2020). Professors’ behaviors, including empathy, respectful communication, and supportive interactions, have been shown to enhance students’ engagement and selfefficacy (De Souza & Jacomuzzi, 2025). Conversely, poor relationships, characterized by hierarchical power imbalances or faculty misbehavior, negatively impact student outcomes and psychological health (Ahmadi & Weisi, 2023; Ali et al., 2023). The significance of these relationships extends beyond classroom interactions. Engagement in faculty-led research, mentorship, internships, and extracurricular activities strengthens academic bonds and is particularly beneficial for marginalized or INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 10 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | December, 2025 182 first-generation students (Raposa et al., 2020; Guzzardo et al., 2020). Emotional intelligence, including empathy and emotional regulation, is crucial for professors to create supportive learning environments that enhance students’ motivation and mental health (De Souza & Jacomuzzi, 2025). Despite the importance of positive relationships, challenges persist, including hierarchical structures, institutional constraints, and inconsistent faculty behaviors, all of which can undermine students’ academic experiences (Ahmadi & Weisi, 2023; Ali et al., 2023). This paper explores the theoretical and psychological foundations of professor-student interpersonal relationships, identifies key facilitators and barriers, and highlights strategies for fostering meaningful academic interactions. METHODS This study employed a qualitative literature synthesis approach to examine recent research on professor-student relationships in higher education. Peer-reviewed journal articles, systematic reviews, and empirical studies published between 2020 and 2025 were reviewed. Databases including Google Scholar, PubMed, and Scopus were used for sourcing relevant studies. The search focused on keywords such as “professorstudent relationships”, “higher education”, “emotional intelligence”, “mentorship” and “academic engagement”. Inclusion criteria were: 1. Studies examining interpersonal relationships in higher education settings. 2. Articles reporting on psychological, emotional, or academic outcomes associated with these relationships. 3. Studies published in English. Exclusion criteria were: 1. Studies focusing solely on primary or secondary education contexts. 2. Non-peer-reviewed sources or opinion pieces. Data extraction involved identifying facilitators, barriers, and outcomes of interpersonal relationships, and synthesizing the findings into thematic categories for analysis. RESULTS The synthesis of the literature highlights several important findings regarding professor-student relationships in higher education. Positive relationships are largely facilitated by faculty behaviors that demonstrate empathy, fairness, and genuine interest in students’ academic and personal development. Professors who actively provide support and show caring behaviors create a learning environment that encourages engagement, motivation, and confidence in students, fostering a sense of belonging and academic commitment (Guzzardo et al., 2020). Engagement in research projects, internships, and extracurricular activities further strengthens these INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 10 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | December, 2025 183 relationships by providing students with mentorship opportunities, guidance, and experiential learning. Such involvement is particularly beneficial for marginalized or first-generation students, helping them navigate the academic environment and build meaningful connections with faculty (Raposa et al., 2020). In addition, the emotional intelligence of professors, including their capacity for empathy, emotional regulation, and responsiveness to students’ emotional needs, has a profound impact on both academic outcomes and psychological well-being, enhancing motivation and reducing stress (De Souza & Jacomuzzi, 2025). Despite these facilitators, several barriers impede the development of effective professor-student relationships. Hierarchical power dynamics can limit open communication and discourage students from expressing concerns or participating actively in academic discussions (Ahmadi & Weisi, 2023). Institutional constraints, such as large class sizes, high teaching loads, and administrative responsibilities, reduce the opportunities for faculty to engage meaningfully with students (Ali et al., 2023). Additionally, faculty misbehavior or lack of professional conduct, including unethical behavior or insufficient respect towards students, can undermine trust, hinder engagement, and negatively affect both academic performance and mental health (Napier & Anzur, 2024). When positive relationships are successfully established, they yield substantial benefits for students. Such interactions are associated with increased motivation, deeper engagement in learning, and enhanced academic confidence. Furthermore, students develop a stronger sense of professional identity and are better equipped to navigate academic challenges. Positive professor-student relationships also contribute to improved psychological well-being, reducing stress and promoting a supportive and inclusive educational environment. Collectively, these findings underscore the critical role of interpersonal relationships in fostering both academic success and personal development within higher education contexts. DISCUSSION The findings highlight the critical role of interpersonal relationships in higher education and support the theoretical perspective that learning is socially mediated (Roshanbin et al., 2022). Professors’ behaviors, attitudes, and emotional competencies directly influence students’ academic engagement, motivation, and mental health. Faculty-led mentorship and collaborative activities foster inclusivity and provide essential guidance, particularly for students facing systemic barriers. However, challenges such as hierarchical power dynamics and institutional constraints persist, emphasizing the need for policy interventions and professional development programs to support faculty in cultivating positive relationships. Future research could focus on longitudinal studies examining the long-term effects of INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 10 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | December, 2025 184 professor-student relationships on career outcomes, as well as interventions designed to enhance faculty emotional intelligence and relational skills. CONCLUSION Professor-student interpersonal relationships are foundational to academic success, psychological well-being, and professional development in higher education. Positive relationships, characterized by empathy, support, and ethical behavior, enhance student engagement and motivation, whereas negative interactions can undermine academic outcomes. Institutions should prioritize faculty development, mentorship programs, and strategies that promote meaningful engagement to optimize educational experiences. REFERENCES: 1. Ahmadi, R., & Weisi, H. (2023). A phenomenological inquiry into students’ research practice experiences in Iran’s higher education: Special focus on supervisorstudent relationships. Studies in Higher Education, 49, 1914–1927. https://doi.org/10.1080/03075079.2023.2283779 2. Ali, M., Uppal, M., Renato, P., Qasim, H., Shafi, A., & Arif, W. (2023). Educators’ relationships and its impacts on students’ educational outcomes in higher educational institutions of Pakistan. Cogent Education, 10, 1–16. https://doi.org/10.1080/2331186x.2023.2282802 3. De Souza, C., & Jacomuzzi, A. (2025). 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