Effectiveness of Peer Communication in Elementary Schools from the Perspective of FIRO Theory

Abstract

This study employs a literature review methodology and utilizes the Fundamental Interpersonal Relations Orientation (FIRO) theory as its analytical framework to examine the efficacy of peer communication in primary school settings. FIRO theory posits that interpersonal communication is shaped by three fundamental needs: inclusion, control, and affection. Over the past five years, a growing body of research has demonstrated that structured peer interaction and cooperative learning approaches significantly enhance students’ interpersonal responsibility, communication skills, and teamwork abilities. The findings indicate that communication efficacy is optimized when classroom environments are intentionally designed to address students’ interpersonal needs, particularly benefiting those with lower baseline social competencies. Furthermore, this study argues that FIRO theory provides a robust analytical lens for understanding how interpersonal needs influence children’s engagement in communication processes and their subsequent learning outcomes. In addition, the study offers practical recommendations for developing instructional strategies that align with the psychological dimensions outlined in FIRO, thereby fostering more effective and meaningful peer communication in primary education contexts