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1.
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
2.
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
3.
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
4.
The study investigated the relationships between student perceptions of instructor power and classroom justice. Partial correlations controlling for student grade expectations indicated that student perceptions of their instructors’ use of coercive, legitimate, referent, and expert power were related to perceptions of fairness in the classroom. Student perceptions of instructor use of reward power were not related to perceptions of any type of classroom justice. 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.
Laura R. Umphrey Jeffrey A. Wickersham John C. Sherblom 《Communication Research Reports》2013,30(2):102-114
The present study examined student perceptions of the instructor's relational characteristics, classroom communication experience, and interaction involvement in courses taken face-to-face and in a video conference context. MANCOVA results showed significant differences between these contexts, with more negative student ratings of instructor immediacy and receptivity; classroom communication connectedness/mutuality, satisfaction, and quality; and interaction involvement occurring in the video conference classroom context than in the face-to-face context. A path analysis modeled the relationships among these perceptions of instructor characteristics, classroom communication experience, and interaction involvement. Based on this model, suggestions for improving student perceptions of the instructor, classroom communication, and interaction involvement in video conference courses are offered. 相似文献
7.
This study examined students’ perceptions of instructor interactional justice as a predictor of students’ self-reported likelihood of using teacher-owned resistance strategies. Interactional justice refers to the fairness and quality of interpersonal treatment students receive from their instructors. Results indicate that students’ perceptions of instructor interactional justice negatively predicted the student resistance strategies of Teacher Advice, Teacher Blame, Appeal to Powerful Others, and Modeling Teacher Affect. This study suggests that instructors use interactional justice as a possible means to reduce student resistance. 相似文献
8.
Brandi N. Frisby 《Communication Studies》2013,64(4):492-506
This study examined how emotional contagion may influence student perceptions of rapport with the instructor, emotional support received in the classroom, emotional work performed, and perceived cognitive learning. Participants revealed that emotional contagion was positively related to perceptions of rapport with instructors but unrelated to emotional support from instructors, emotional work performed in the classroom, and valence. Students who were high in emotional contagion reported significantly more rapport, emotional support, and positive valence. When controlling for emotional contagion, only classroom valence predicted students’ perceptions of cognitive learning. 相似文献
9.
Paul Schrodt 《Communication Research Reports》2013,30(3):240-250
This study explored the effects of student levels of trait verbal aggressiveness (VA) and self‐esteem on student perceptions of instructor verbal aggressiveness in the college classroom. Participants included 228 undergraduate students who completed a series of instruments measuring self‐reported levels of VA and self‐esteem, as well as instructor levels of VA in the classroom. Results indicated that students who reported moderate to high levels of trait VA rated their instructors as being more verbally aggressive than those students who reported low levels of trait VA. Likewise, students who reported low to moderate levels of self‐esteem rated their instructors as being more verbally aggressive than those students who reported high levels of self‐esteem. When combined, student VA and self‐esteem accounted for 7% of the shared variance in student perceptions of instructor VA. 相似文献
10.
Narissra Maria Punyanunt 《Communication Research Reports》2013,30(1):30-38
The purpose of this study is to explore humor as a factor in students’ perceptions of college teacher compliance‐gaining in the classroom. Four hundred twenty‐eight college students reported the frequency of their college teachers’ uses of compliance‐gaining tactics, the frequency of humor uses with compliance‐gaining tactics, and the effectiveness of humor used with compliance‐gaining tactics. Results revealed positive and significant relationships between humor uses and uses of particular compliance‐gaining strategies. Findings suggest that students perceive teachers to use humor more frequently with certain compliance‐gaining tactics. Moreover, students reported that certain compliance‐gaining tactics are perceived as more effective than others. 相似文献
11.
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
12.
Scott A. Myers 《Communication Research Reports》2013,30(2):192-199
This study explored how teacher use of affinity‐seeking strategies is related to student perceptions of classroom climate. Participants were 147 undergraduate students enrolled at a large midwestern university. Results indicate that a significant relationship exists between teachers' use of affinity‐seeking strategies and student perceptions of classroom climate. Nineteen of the 25 strategies were correlated with classroom climate. Furthermore, communication teachers regularly used 19 of the 25 strategies. Student gender failed to account for any differences in perception of teacher use of affinity‐seeking strategies or classroom climate. 相似文献
13.
This study addressed patterns and correlates of communication apprehension, intercultural communication apprehension, and intercultural willingness to communicate in international teaching assistants. Results indicated an inverse relationship between communication apprehension of international TAs and their satisfaction with students, relationship with students, and perceptions of student ratings of instruction. Similar results were found for ITA state anxiety. Inverse relationships were also found between ITA intercultural communication apprehension and relationship with students and perceptions of student ratings of instruction. International teaching assistant CA and ICA were positively related with ITA state anxiety. 相似文献
14.
The undergraduate Communication Research Methods course is a foundational course offered by a majority of departments across the country. Despite its ubiquity and importance, the course is often seen as a difficult pedagogical experience for students and instructors alike. To more completely understand student learning in this course, this study examined relationships between perceptions of course topic understanding, course topic difficulty, and their relationship with students’ level of math anxiety. Results revealed that statistical topics emerged as the most difficult for students to learn. Significant and strong negative correlations were observed between perceived difficulty and understanding for each of the 19 course topics. Self-reported math anxiety was positively related to both perceived difficulty and understanding of the topics. Suggestions are offered to enhance course instruction. 相似文献
15.
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
16.
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
17.
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
18.
Aimee E. Miller-Ott 《Communication Research Reports》2016,33(2):173-176
The present study examined the influence of helicopter parenting and family conversation and conformity orientations on college students’ out-of-class communication (OCC) with instructors. Data from 272 college students revealed significant negative relationships between helicopter parenting and conformity orientations and students’ reported OCC and a positive relationship between conversation orientation and OCC. 相似文献
19.
This study examined the impact that instructional technology use, course design, and instructor and student sex differences have on students’ initial perceptions of affect toward the course and the instructor. Participants included 864 students who were randomly assigned to read one of 16 scenarios that manipulated the amount of instructional technology use across two types of courses with either male or female instructors. A factorial analysis of variance revealed a significant main effect for technology use on students’ initial affect, as well as a significant two‐way interaction effect of technology use by student sex. Planned cell comparisons revealed that technology use has primarily a curvilinear effect, whereby students in the minimal and moderate technology use conditions reported higher levels of initial affect than students in the no technology and complete technology conditions. For the two‐way interaction effect, planned cell comparisons revealed that female students reported higher levels of affect as the amount of technology use increased from minimal to moderate amounts of use, whereas male students reported lower levels of affect across the same two conditions. Overall, the results highlight the importance of using instructional technology within a framework of pedagogical methods designed to achieve specific instructional objectives. 相似文献
20.
During feedback interventions (FIs), instructors may feel torn between directing students’ learning or maintaining productive rapport with them. Existing research suggests how instructional communication can achieve both outcomes. This study examined how students’ motivation to learn and perceptions of fairness were enhanced or eroded via particular instructional behaviors. Actual face-threat mitigation (FTM) tactics and teacher nonverbal immediacy (TNI) cues were manipulated in differing combinations to manage an FI situation, with varying effects on the outcome variables. Multivariate analysis detected main effects and a significant interaction effect between FTM and TNI regarding students’ motivation to learn, but main effects only for their perceptions of interactional fairness. Theoretical and pedagogical implications are discussed in light of self-determination, facework, approach-avoidance, and feedback intervention theories. 相似文献