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1.
Students’ perceptions of instructors’ socio‐communicative style and the influence on instructor credibility and situational motivation 总被引：1，自引：0，他引：1
Matthew M. Martin Joseph L. Chesebro Timothy P. Mottet 《Communication Research Reports》2013,30(4):431-440
This study investigated whether instructors with different socio‐communicative styles differed in their students’ perceptions of their credibility and their students’ Situationen motivation. Students (N = 260) completed a questionnaire on the class/instructor they had immediately before their current class. The questionnaire consisted of measures of assertiveness, responsiveness, credibility, and situational motivation. Instructors with the socio‐communicative style of competent were perceived highest in all three dimensions of credibility (expertise, character, and caring) and in students’ situational motivation. Instructors classified as noncompetent were perceived as lowest in caring and expertise, while instructors classified as aggressive were perceived as lowest in character. Additionally, situational motivation was positively correlated to all three dimensions of credibility. The results support the importance of instructors being able to display assertive and responsive communication behaviors. 相似文献
2.
Scott A. Myers Sean M. Horan Carrie D. Kennedy-Lightsey Paul E. Madlock Robert J. Sidelinger Kerry Byrnes 《Communication Research Reports》2013,30(2):123-133
The purpose of this investigation was to identify the extent to which college students' self-reports of their in-class participation are related to their impressions of instructors (i.e., credibility, attractiveness, and homophily). Participants were 223 undergraduate students enrolled in an introductory communication course at a large Mid-Atlantic university. Students' self-reports of their in-class participation were positively correlated with perceived instructor social attractiveness, physical attractiveness, background homophily, and attititude homophily, but not with perceived instructor competence, character, caring, and task attractiveness. Furthermore, class size, perceived instructor social attractiveness, and perceived instructor background homophily emerged as significant predictors of in-class participation. 相似文献
3.
Maria Brann 《Communication Research Reports》2013,30(4):265-273
This study assessed whether two medical orientations of physicians—biomedical vs biopsychosocial—influenced individuals’ perceptions of physician credibility. Participants read a vignette describing a physician communicating either a predominantly biomedical or a predominantly biopsychosocial orientation and then completed the Measure of Source Credibility in reference to the physician. Results indicate that physicians who display a biopsychosocial orientation were rated higher in perceived competence, character, and caring. Future researchers should address various effects of the medical context on physician credibility and how patients’ preferences regarding physicians’ medical orientation influence choice of and communication with physicians, patient satisfaction, and compliance. 相似文献
4.
Brian Klebig Joanna Goldonowicz Elisa Mendes Ann Neville Miller James Katt 《Communication Research Reports》2016,33(2):152-158
This study investigated the combined role of instructor communication variables (nonverbal immediacy and self-disclosure), instructor credibility (competence, caring, and trustworthiness), and student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, and openness) in predicting students’ uncivil behaviors in class. A total of 406 students completed online questionnaires regarding the instructor of the class they attended prior to the one in which the study was administered. Personality and instructor behavior variables contributed approximately equally to explaining variance in student incivility. Students’ conscientiousness and agreeableness had direct negative relationships with incivility, whereas instructors’ amount and negativity of self-disclosure had direct positive relationships with incivility. 相似文献
5.
Scott A. Myers James P. Baker Heather Barone Stephen M. Kromka Sara Pitts 《Communication Research Reports》2018,35(2):131-140
Guided by rhetorical/relational goal theory, the purpose of this study was to examine whether students’ impressions of their instructors’ credibility, attraction, and homophily are influenced by four specific rhetorical and relational communication behaviors that instructors use when communicating with their students in the classroom. Participants were 193 undergraduate students enrolled in a variety of introductory communication courses at a large mid-Atlantic university. Using a series of multiple regression analyses, it was found that (a) clarity emerged as the sole indicator of instructor competence, trustworthiness, and task attraction; (b) clarity and confirmation emerged as indicators of goodwill; and (c) humor and confirmation emerged as indicators of social attraction and attitude homophily. 相似文献
6.
Text-based computer-mediated communication (e.g., e-mail) lacks nonverbal cues afforded by traditional face-to-face interaction in the classroom. A lack of cues may cause students to place increased importance on elements that are still present, such as how long it takes an instructor to respond to a message. This study experimentally explored how instructor e-mail response speed and message content interact to influence student perceptions of instructor interpersonal attraction and credibility. Results (N = 385) suggested that the quicker an instructor responds to a student e-mail message, the more positively s/he is evaluated in terms of social attractiveness, task attractiveness, competence, character, and caring. However, the content of the message did not significantly influence student perceptions of the instructor. These findings offer practical implications for instructor e-mail communication in the classroom and extend what is known about chronemics in computer-mediated communication to the instructional setting. 相似文献
7.
This study investigated the effect of perceived teacher burnout on perceived teacher credibility. One hundred eighty-two college students were randomly exposed to a written scenario manipulating the level of perceived teacher burnout (high or low) and responded to a scale measuring perceived teacher credibility in reference to the scenario. Results of one-way multivariate analyses of variance indicated that perceived teacher burnout has a negative impact on perceived teacher competence, caring, and trustworthiness. Low-burnout teachers are perceived as more credible than high-burnout teachers. 相似文献
8.
Michelle L. Paulsel James C. McCroskey Virginia P. Richmond 《Communication Research Reports》2013,30(2):69-76
The purpose of this study was to examine how patients' perceptions of source credibility related to their satisfaction with the quality of medical care they received and satisfaction with their physician. Patients' perceptions of the competence and caring dimensions of source credibility were analyzed for physicians, nurses, and support staff members. Three hypotheses were proposed and supported. Results indicated that higher perceptions of competence and caring for each member of the medical team were related to more patient satisfaction. This paper discusses the importance of the doctor-patient, nurse-patient, and support staff-patient relationships in light of the findings. 相似文献
9.
The purpose of this investigation was twofold: (a) from a dialogic pedagogy perspective, to determine the possible negative association between instructors’ compulsive communication and student communication satisfaction; and (b) using Expectancy Violations Theory as a framework, to test the extent to which instructor credibility mediated the negative association between compulsive communication and student communication satisfaction. We found that students’ perceptions of instructors’ compulsive communication is linked to lower levels of student communication satisfaction. Importantly, results also showed that instructor credibility tempers the negative association between instructors’ compulsive communication and student communication satisfaction. 相似文献
10.
The purpose of this study was to examine the relationships between perceived teacher power, teacher credibility, and student satisfaction. Respondents were 67 undergraduate students (30 males and 37 females) enrolled in Communication classes at a southwestern university. Students’ perceptions of their teachers’ expert, referent and reward power use were found to be positively related to their perceptions of their teachers’ competence, caring, and trustworthiness. Teacher power use contributed to the prediction of a significant amount of variance in teacher credibility. Additionally, student satisfaction was positively and significantly related to both teacher referent power and expert power. Surprisingly, students’ perceptions of coercive power were not significantly and negatively related to student satisfaction. Implications, limitations and suggestions for future research are discussed. 相似文献
11.
ABSTRACT In 1994, the librarians at the University of Toledo's Carlson Library developed a bibliographic instruction program that is both efficient and successful. “Teach the Teachers” has been implemented in the English Department's Composition classes where it depends on the collaborative efforts between librarians and classroom instructors in assuring solid student library skills. The program philosophy shifts a librarian's teaching efforts from teaching the student to teaching the instructor. Librarians empower classroom instructors with the knowledge to teach basic information retrieval skills. This paper will discuss the development of the program, as well as the techniques used by both librarians and classroom instructors. 相似文献
12.
Virginia P. Richmond James C. McCroskey Jacob L. Cayanus 《Communication Research Reports》2013,30(2):129-142
Patients at a large medical clinic provided data permitting an analysis of the relationships of perceived communication behaviors (nonverbal immediacy, assertiveness, and responsiveness) and source credibility (competence and caring) with perceptions of the confidentiality of their medical records. Perceptions of physicians, nurses, and support staff were employed. The results indicate that patients’ perceptions of the communication behaviors and credibility of physicians, nurses, and support staff are meaningfully related to patients’ perceptions of confidentiality. The problems of actual confidentiality and perceived confidentiality are discussed in relation to the role of communication as part of the problem and a potential part of the solution. 相似文献
13.
Results of a 2 (immediacy conditions) X 3 (attire conditions) experimental study indicated lesser effects of attire on person perceptions when studied in a live interaction context as opposed to responses to photographs, as has been typical in previous studies. Influence of attire was largely limited to ratings of instructor extroversion, while immediacy influenced perceptions of extroversion, composure, character, competence, homophily, and learning. There was no statistically significant interaction between attire and immediacy; i.e., there was no indication that strategic choice of attire bolsters student ratings of non‐immediate instructors, or that “non professional” attire hurts judgements of immediate instructors. 相似文献
14.
Academic entitlement (AE) in students has been found to be associated with maladaptive practices in the classroom. By experimentally manipulating the content of instructor teaching philosophies, this study attempted to encourage students to view themselves as academic trainees with the intention to decrease AE. Undergraduate students (N = 351) were randomly assigned to read one of two versions of a teaching philosophy that framed education either as a transactional or intellectual experience. Results showed that students in the transactional condition were more likely to enact a customer role, whereas participants in the intellectual condition were more likely to play an academic trainee role. Furthermore, the customer role was associated with heightened AE in participants and an increased intention to negotiate grades with instructors. 相似文献
15.
Dimensions of Instructor Disclosure: Implications for Rhetorical and Relational Goals of Instruction
There are an array of reasons why instructors view personal disclosures as beneficial for the classroom, including to demonstrate caring and to make content relevant. Using the rhetorical and relational goals of instruction theory as the theoretical model, this study tested the potential for the three dimensions of disclosure (i.e., amount, negativity, relevance) to account for variance in instructor rhetorical goals (i.e., relevance) and relational goals (i.e., caring). The results highlight the importance of relevant instructor disclosures to perceiving an instructor as achieving rhetorical and relational goals within the classroom. 相似文献
16.
The purpose of this study was to identify the various ways that instructors communicatively fulfill college students’ basic psychological needs (i.e. autonomy, competence, relatedness) in the classroom. Participants were 119 undergraduate students who completed open-ended, self-report questionnaires. Analyses of the coded data revealed that a variety of instructor communication behaviors and practices previously identified in the effective teaching literature fulfill students’ needs for autonomy, competence, and relatedness. According to Deci and Ryan’s (1985) self-determination theory, the fulfillment of these needs intrinsically motivates students to learn, develops their cognitive capacities, and equips them for short-term and long-term success. 相似文献
17.
This study examined the credibility implications of employees who date at work. A 2 (status dynamic of the romance) × 2 (sex of the peer) design was used to examine effects of workplace romance on perceptions of credibility. One hundred and forty full-time working adults assessed the credibility of a hypothetical coworker who was involved in a workplace romance. Results indicate that peers who date superiors are viewed as less caring and less trustworthy than are peers who date equal status employees. Sex and status interacted such that women dating superiors versus peers were perceived as less caring and less trustworthy, whereas perceptions of men did not differ based on the status of their relational partners. Limitations and future research are discussed. 相似文献
18.
Nagging is a persistent tactic students use to persuade instructors. The purpose of this study was to compare student (n = 280) and instructor (n = 97) perceptions of student nagging in the classroom, and to examine the relationship between student nagging and instructor satisfaction. Results show that instructors perceive students as using four nagging strategies with significantly greater frequency than students do. In addition, students perceive all seven nagging strategies to be significantly more effective and appropriate than instructors. Finally, there is a significant relationship between particular nagging strategies and instructor satisfaction. 相似文献
19.
Robert J. Sidelinger Meghan C. Nyeste Paul E. Madlock Janice Pollak Jon Wilkinson 《Communication Studies》2013,64(5):569-589
The aim of this investigation was twofold: (a) drawing from communication privacy management theory, we wanted to examine the associations between instructors’ ineffective communication (i.e., inappropriate conversations, amount of disclosures) and student communication satisfaction; and (b) we wanted to determine if students’ positive perceptions of instructor nonverbal immediacy mediated the negative influences of instructors’ inappropriate conversations and amount of disclosures on student communication satisfaction. Overall, students reported lower levels of communication satisfaction when instructors engage in inappropriate conversations and frequent disclosures. Based on results, we also concluded that instructor nonverbal immediacy maintains students’ communication satisfaction even when instructors engage in inappropriate conversations or disclose too frequently. 相似文献
20.
《Qualitative Research Reports in Communication》2013,14(1):13-19
The purpose of this study was to identify the nagging behaviors college students report using with their instructors. One hundred and forty-four participants described instances in which they nagged instructors or instances in which they observed others nagging instructors. Students identified eight strategies for nagging instructors: the elicit student support nag, the demonstrate frustration with instructor nag, the strike a deal nag, the challenge instructor authority nag, the elicit sympathy nag, the suggest instructor incompetence nag, the flatter instructor nag, and the barrage instructor with requests nag. 相似文献