In an article published in 2000, Flora indicated that 5:1 is the “magic” ratio of positive-to-negative interactions. Flora’s position is characteristic of the pervasive idea that there is a “magic” ratio of positive-to-negative interactions for improving interpersonal relationships. In the field of education, teachers are often recommended to maintain a specific ratio of positive-to-negative interactions with students (e.g., 5:1). Although this rule has good face validity, there is a lack of empirical support for any specific ratio. The authors support the idea of maintaining a high positive to negative ratio but argue against the use of any specific ratio. They include a discussion of the history of positive-to-negative interaction ratio recommendations, a summary of relevant research on students with emotional or behavioral disorder (EBD), an exploration of how teachers might adhere to these recommendations, and how each approach might affect students. The authors provide recommendations for teachers, researchers, and instructors in teacher preparation programs: considering how teachers might use the concepts behind the positive-to-negative interaction ratio to improve teaching, how instructors in teacher preparation programs might better teach preservice teachers, and advising how researchers might work to better understand the high positive to negative ratio.

中文翻译：

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“神奇”正负交互比：好处、应用、注意事项和建议

在 2000 年发表的一篇文章中，Flora 指出 5:1 是正负相互作用的“神奇”比例。Flora 的立场是一种普遍观点的特征，即积极与消极互动的“神奇”比率可以改善人际关系。在教育领域，通常建议教师与学生保持特定的正负互动比例（例如，5:1）。尽管该规则具有良好的表面效度，但缺乏对任何特定比率的经验支持。作者支持保持高正负比率的想法，但反对使用任何特定比率。它们包括对正负交互比建议历史的讨论，对情绪或行为障碍 (EBD) 学生的相关研究总结，探索教师如何遵守这些建议，以及每种方法如何影响学生。作者为教师准备计划中的教师、研究人员和教师提供了建议：考虑教师如何使用正负交互比背后的概念来改进教学，教师准备计划中的教师如何更好地教授职前教师，以及建议研究人员如何更好地理解高正负比。