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1.
Amy M. Bippus Patricia Kearney Timothy G. Plax Catherine F. Brooks 《Journal of Applied Communication Research》2013,41(3):260-275
Reasoning from Sunnafrank's theory of predicted outcome value (POV), this investigation examined how students' assessments of their teachers' accessibility and mentoring abilities influenced their perceptions of the predicted value of engaging in extra class communication (ECC). Student perceptions of teacher physical and social accessibility, along with teacher mentoring abilities (including career, course, and psychosocial), were all substantially and positively related to students' ratings of the POV of ECC. However, only social accessibility, course mentoring, and career mentoring emerged as significant predictors of POV in the regression model. These findings validate POV theory by confirming that students readily assess what they have to gain (or lose) from potential ECC encounters based on what their teachers can offer them. These findings are discussed with regard to understanding how students may be motivated to realize the benefits of ECC. 相似文献
2.
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
3.
This study represents a preliminary investigation into emerging adults' (i.e., ages 18–25 years) use of relational maintenance behaviors with their parents and whether these behaviors are related to perceived commitment, trust, and control mutuality. Participants were 273 undergraduate students who completed a series of instruments in reference to their general interactions with one parent. Results indicated that emerging adults use the networks, assurances, positivity, tasks, conflict management, and advice relational maintenance behaviors with their parents, and their use of relational maintenance behaviors is related directly to perceived commitment, trust, and control mutuality. 相似文献
4.
《The Journal of Academic Librarianship》2014,40(3-4):313-321
Past studies of international students and academic libraries have often focused on students' own characteristics and experiences. Using an online survey, this study instead investigated librarians' teaching skills for serving this population. The analysis reveals that participants perceived an importance in developing skills specifically for international students. They tried to accommodate students' unique needs and optimize teaching approaches using their own experience working with the students. Although they reported having obtained knowledge of students' backgrounds as well as communication and teaching techniques, they showed strong interest in having further training opportunities to improve their teaching. The survey results thus give insight into recommendations for the provision of training to improve teaching in the context of serving international students. 相似文献
5.
《Qualitative Research Reports in Communication》2013,14(1):23-31
Burnout plays a fundamental role in students' lives. Although research has examined important themes and topics associated with the learning process (e.g., teacher behaviors), additional research is needed that explores how students influence their own learning. This study presents the results of a survey examining the precipitators of student burnout. More than 350 students were surveyed to access students' perceptions of what constitutes burnout as well as the extent to which burnout exists in their lives. A constant comparison method was employed to analyze students' comments, and five categories of antecedent conditions emerged: assignment overload, outside influences, lack of personal motivation, mental and physical health, and instructor attitude and behavior). Interpretations of findings in this study are discussed. 相似文献
6.
Amy M. Bippus Patricia Kearney Timothy G. Plax Catherine F. Brooks 《Journal of Applied Communication Research》2003,31(3):260-275
Reasoning from Sunnafrank's theory of predicted outcome value (POV), this investigation examined how students' assessments of their teachers' accessibility and mentoring abilities influenced their perceptions of the predicted value of engaging in extra class communication (ECC). Student perceptions of teacher physical and social accessibility, along with teacher mentoring abilities (including career, course, and psychosocial), were all substantially and positively related to students' ratings of the POV of ECC. However, only social accessibility, course mentoring, and career mentoring emerged as significant predictors of POV in the regression model. These findings validate POV theory by confirming that students readily assess what they have to gain (or lose) from potential ECC encounters based on what their teachers can offer them. These findings are discussed with regard to understanding how students may be motivated to realize the benefits of ECC. 相似文献
7.
Jennifer Waldeck Patricia Kearney Timothy Plax 《Journal of Applied Communication Research》2013,41(1):54-70
In light of the prevalent use of e-mail between teachers and students, researchers have highlighted the need to assess its uses and effects. Relying on the research and thinking of teacher immediacy and extra-class communication, we developed a scale that measures those e-mail message strategies that influence students' willingness to communicate online with their teachers. Next, we isolated those reasons that students use e-mail to interact with their teachers: (1) to clarify course material and procedures, (2) as a means of efficient communication, and (3) for personal/social reasons. Finally, we examined student characteristics such as gender and ethnicity, and history of e-mail use that may (or may not) influence their attitudes toward e-mail exchanges with teachers. 相似文献
8.
Rita Ormsby 《Journal of Business & Finance Librarianship》2013,18(2):152-154
In 2015, the information literacy (IL) team designed an instrument to determine international graduate business students' perceptions of their IL skills and their actual test-assessed IL skills. The purpose of this research was to compare international graduate students' perceptions of their IL skills versus their test-assessed competencies, with the aim of creating training modules to improve test-identified deficiencies. Results demonstrate that wide discrepancies exist between students' perceptions of their own skills and their actual skills on all six ILA-topic areas assessed by the internally developed test instruments, with students overestimating their abilities in all areas. 相似文献
9.
《Communication Teacher》2013,27(1):44-56
Enthusiasm is widely regarded as one of the most essential and desirable qualities and characteristics of effective teachers. This study is designed to assess the effects of teacher enthusiasm on student classroom engagement, learning goal orientation, and academic self-efficacy. Participants include 165 college students enrolled in basic communication classes. Results indicate that teacher enthusiasm is an effective predictor of student behavioral, cognitive, and emotional engagement, intrinsic goal orientation, and academic self-efficacy, but it is not a significant predictor of extrinsic goal orientation. Consequently, this study demonstrates the power of teacher enthusiasm in predicting and shaping students' behavior in the classroom. 相似文献
10.
《Communication monographs》2012,79(3):289-300
Relying on the fundamental assumption of violation theories that norm violations stimulate receiver thought processes, we explored receivers' symbolic cognitive processes in response to particular types of norm violations. Specifically, we reasoned that imagined interactions serve as a processing mechanism whereby individuals review the behavior of another, identify the type of norm violation, and make decisions about how to respond-all within their efforts to cope with deviations from norms. Utilizing the classroom context, we examined how teacher norm violations, operationalized as teacher misbehaviors, provoke students' imagined interaction activity. Results revealed that imagined interactions were used in respect to all three types of violations profiled and that participants were significantly more likely to engage in imagined interactions than to interact with or confront norm violators. The results are discussed in terms of implications for extending violation theories to include context-based goal attainment and power differentials between interactants. 相似文献
11.
Elizabeth B. Jones 《Communication Teacher》2017,31(4):193-197
Courses: Interpersonal communication, relational communication, language and social interaction, professional communication, interviewing practices
Objectives: This single class activity enables students to understand the theoretical foundations of conversation and to develop their conversational skills by talking in dyads with classmates. Upon completion of this activity, students will be able to:
Understand the importance of conversational skill across communication contexts;
Identify the four maxims of Grice’s cooperative principle within their conversations;
Recognize the factors that affect language use (gender, intimacy, and power) within their conversations; and
Produce communication strategies for furthering conversation in future face-to-face and mediated interactions.
12.
《Research Strategies》2004,20(1-2):89-98
Assessing students' information literacy skills can be difficult depending on the involvement of the librarian in a course. To overcome this, librarians created an assignment called the Paper Trail, where students wrote a short essay about their research process and reflected on what they would do differently. Through reviewing and grading these papers, librarians determined whether students understood the difference between the library catalog and article databases, evaluated the students' search terms to see if they used effective topic keywords and Boolean operators, and learned more on how the students reflected on their research process. 相似文献
13.
《Communication Teacher》2013,27(1):50-64
Course: Small Group Communication The purpose of this assessment was to examine whether differences exist between students who self-select their classroom work group members and students who are randomly assigned to their classroom work groups in terms of their use of organizational citizenship behaviors with their work group members; their commitment to, trust in, and relational satisfaction with their work groups; and their self-reports of affective learning and cognitive learning. Participants were 126 students enrolled in a small group communication course. While students who self-select their group members and students who are randomly assigned to their groups do not differ in their use of organizational citizenship behaviors with their classroom work group members, students who self-select their classroom work group members do report higher levels of commitment, trust, and relational satisfaction, as well as more affective learning and more cognitive learning, than students who are randomly assigned to classroom work groups. 相似文献
14.
《Library & information science research》2006,28(2):249-264
This project, conducted by an interdisciplinary team comprising nursing academics and information professionals, focused on nursing students' access to, and use of, learning resources with respect to an evidence-based practice assignment. From the information professionals' perspective, there was interest in examining the level of use of information, the use of print versus electronic media, students' application of critical and evaluative skills to information sources, and how access to learning resources and libraries is still important. The nursing academics were concerned with exploring the students' perceptions of evidence and what was perceived by them to be “quality evidence.” References used by the students were tabulated and analyzed, and subsequent to this, focus groups were conducted to ascertain the degree of ease with which the students found information and the types of support afforded to them in tracking down information. The results highlight the continuing importance of access to libraries and learning resources and of an equitable level of staff support. They also raise questions that provide a springboard for future research. 相似文献
15.
Jennifer A. Samp 《Communication Studies》2013,64(1):86-105
Discussions about relationship issues are rarely easy, and as in any important conversation, the actions of a relational partner may encourage one to change initial message intentions and behaviors during the course of an interaction. The interrelationship of communication goals and message content was examined through a sequential analysis of 10-minute conversations between 100 dating partners about a relationship problem. After completing survey measures, respondents engaged in a discussion about one partner's problematic behavior. Respondents then reviewed discussions to rate the importance of their communication goals (self-oriented, other-oriented, relational, or task) at 1-minute intervals. Objective coders assessed the grammatical focus of respondents' messages (self, relationship, partner, or task) at the same or adjoining interval. Lag sequential analyses indicated that goal importance defined self-interested or more prorelational content, providing evidence that goals are fluid and communicative behavior is influenced by dyadic interaction. 相似文献
16.
《Communication Teacher》2013,27(1):43-57
Based on the typology posited by Kram and Isabella (1985) that identifies three peer relationships present in organizations (i.e., information, collegial, and special), this assessment examined the association between students' perceptions of their in-class group members and six group outcomes (i.e., grouphate, cohesion, relational satisfaction, consensus, affective learning, and cognitive learning). Participants included 248 undergraduate students enrolled in two sections of an introductory small group communication course. Results revealed that students who rated group members to be information peers, rather than collegial peers or special peers, reported higher levels of grouphate and lower levels of cohesion, relational satisfaction, consensus, and cognitive learning. 相似文献
17.
Seth D. Weiss 《Communication Research Reports》2013,30(3):215-224
Instructional communication research has not specifically focused on the impact of student classroom communication behaviors on the student-teacher relationship. The current study investigated the relationship between student motives to communicate with instructors and interpersonal attraction toward them. Canonical correlation results indicated student levels of physical, social, and task attraction were positively related to their motivation to establish a relationship, and expressing interest in class and task attraction was inversely related to participatory, excuse-making, and sycophantic motives. Regression analyses determined students' relational motivations as the greatest predictor of social and physical attraction, while excuse-making was the greatest predictor of task attraction. 相似文献
18.
Brooks Aylor 《Communication Studies》2013,64(4):496-509
The current study examines student perceptions of the importance of selected communication skills for the teacher‐student relationship. Seven of eight communication skills identified in previous research (Burleson & Samter, 1990; Frymier & Houser, 2000) were perceived by students to be important in the teacher‐student relationship. These included referential, ego supportive, regulative, persuasive, conversational, narrative, and conflict management skills. This study sought to explain differences in student perceptions by examining student biological sex, psychological gender, and cognitive complexity. Psychological gender was superior to biological sex as a predictor of six of eight communication skills. Masculine/instrumental individuals reported expectations for teachers' use of persuasive, conversational, and narrative communication skills, while feminine/expressive individuals perceived ego supportive, regulative, and referential skills as important to effective teaching. Finally, cognitive complexity was positively associated with regulative skill and negatively related to narrative and persuasive skills. Implications for instructional research and effective teaching are discussed. 相似文献
19.
The purpose of this study was to examine the extent to which doctoral faculty advisors’ reports of their advisees’ use of relational maintenance behaviors are associated with the advisors’ perceived relational characteristics (i.e., liking, communication satisfaction, relational satisfaction, trust, and control mutuality) and relational uncertainty (i.e., behavioral, mutuality, definitional, and future uncertainty). Doctoral faculty advisors (N = 141) completed a questionnaire in reference to their relationships with a specific doctoral student advisee. The results of canonical correlations largely supported the predictions in that the advisors’ reports of their advisees’ use of relational maintenance behaviors were associated positively with the five relational characteristics but associated negatively with the four types of relational uncertainty. These findings extend both extant relational maintenance and advisor-advisee research. 相似文献
20.
ABSTRACTIn Thailand, older individuals or ‘Phu Yai’ are people with higher social status and power as compared to younger people or ‘Phu Noi’ (Komolsevin &; Knutson, 2010). In the realm of education, teachers are considered Phu Yai while students are considered Phu Noi. This concept reinforces Hofstede’s (1991) major finding on Thailand being categorized as a high power-distance culture. The current study examines students’ perspective of the effect of student–teacher Facebook interactions on intercultural communication concepts such as power distance and submission to authority within the Thai student–teacher relationship. Questionnaires were administered to 353 students (N?=?353) at a large international university in Thailand. The study found that social media use between Thai students and teachers influence how students view the face-to-face power dynamics between them and their teachers. Specifically, the more students and teachers interact on Facebook, the lower students perceive the power distance between them and their teachers. 相似文献