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1.
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
2.
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
3.
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
4.
This study examined the effects of office aesthetic quality on students' perceptions of teacher credibility and communicator style. Ninety‐seven individuals from introductory communication courses participated in this experiment. Participants were assigned to visit either a low or a high aesthetic quality office, or to a no‐office exposure control group, prior to evaluating a videotaped sample of an instructor lecturing in a basic communication course. Results indicated that office aesthetic quality influenced participants' evaluations of teacher credibility and communicator style. 相似文献
5.
Elizabeth E. Gardner Lindsey B. Anderson Andrew D. Wolvin 《Qualitative Research Reports in Communication》2017,18(1):27-35
Written feedback is an important but often overlooked aspect of an instructor’s training and responsibilities, even though it is central to student learning. We analyzed 3,071 written instructor comments on a single assignment from 95 sections to understand how immediacy, credibility, and facework are reflected in written feedback. In taking a heuristic approach to data analysis, we found two overarching themes: fostering goodwill and using context-specific feedback. These overlapping themes demonstrated various strategies of instructor immediacy, credibility, and facework that negotiated the instructor–student relationship in conjunction with course content and policies. Examining these themes allowed us to identify strengths and weaknesses in methods of instructor feedback that would not have been visible using traditional quantitative methods of assessment and have practical implications for the administration of our course. 相似文献
6.
Jason T. Peifer 《Mass Communication and Society》2016,19(2):173-196
This exploratory research examines processes pertaining to how parody humor can influence perceptions of political figures in terms of credibility and, more broadly, general political trust. An online experiment was conducted in which select participants were exposed to a parody of former New York governor David Paterson. The results demonstrate that, in tandem with parody-induced sympathy, humor enjoyment can influence perceptions of a parody target's credibility and general political trust. In addition, a sympathetic predisposition is shown to positively predict responses of sympathy to a parody message. Furthermore, serial mediation analyses highlight how a sympathetic predisposition can indirectly influence various perceptions of a parody target, as sequentially mediated by responses of sympathy and enjoyment. In sum, this research is valuable for illuminating how individual differences and affective responses to political parody representations can affect various political perceptions. 相似文献
7.
The purpose of this study was to examine whether perceived instructor credibility (i.e., competence, character, caring) differs based on instructor teaching philosophy. Participants were 244 students who read a short vignette describing an instructor with either a transmissive or a progressive teaching philosophy and completed the Measure of Source Credibility in reference to the vignette. Results indicate instructors with a transmissive teaching philosophy or a progressive teaching philosophy did not differ in their perceived competence, but instructors with a progressive teaching philosophy were rated higher in both perceived character and caring than instructors with a transmissive teaching philosophy. Future research should examine whether student philosophies toward education impact perceived instructor credibility. 相似文献
8.
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
9.
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
10.
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
11.
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
12.
This study explores the use of a survey instrument relating to feedback within the organizational context to measure student perceptions of peer feedback in a speech workshop activity conducted in a public-speaking class. A 20-item instrument was adapted from Steelman, Levy, and Snell’s Feedback Environment Scale (FES) for coworker feedback (The Feedback Environment Scale: Construct definition, measurement, and validation. Educational and Psychological Measurement 2004; 64: 165–184. doi: 10.1177/0013164403258440). Results suggest that four constructs adopted from Steelman et al. (source credibility, feedback quality, favorable feedback, and unfavorable feedback) appear suited to gauge student perceptions of peer feedback. Further analyses on the variables indicated no significant differences, regardless of whether the activity took place face-to-face or online. 相似文献
13.
This project represents a replication of Russ, Simonds, and Hunt’s (2002) project that explored the influence of instructor sexual orientation disclosure on perceptions of teacher credibility and learning. Our purpose was to see if the original findings—that students perceive gay teachers as less credible and that they learn less than from a straight teacher—could be replicated in a sample of students from a different location and after more than 15 years from the original study. Employing a quasi-experimental methodology, we did not find the same result as they did: gay instructors were not rated lower in credibility and learning by the students in our sample. We provide some context and discussion around why this might be the case. 相似文献
14.
《Qualitative Research Reports in Communication》2013,14(1):20-28
This study explored participants' perceptions of instructor use of positive slang (e.g., “cool,” “awesome,” “sweet”) and its perceived impact on the classroom environment and teacher's credibility, as well as the rules governing its usage. Participants viewed a video of a positive slang-using teacher and then responded to several open-ended survey questions. The results demonstrate that students generally appreciate teacher use of positive slang and cite the potential benefits of its usage. Implications of teacher use of positive slang are discussed. 相似文献
15.
ABSTRACTMany journalists and industry observers lament that aggregating news underneath sensational headlines will erode credibility and turn off readers. While some scholarly work has studied journalists’ perspectives of this practice, little has been done to understand what audiences think of aggregation and clickbait. This study uses published original and aggregated news articles as stimuli in two online experiments to test readers’ perceptions of news aggregation and clickbait. Aggregation itself has little effect on perceptions of credibility and quality; instead, writing proficiency is more closely linked to these perceptions. Results also suggest clickbait headlines may lower perceptions of credibility and quality. 相似文献
16.
Laura M. Arpan 《Mass Communication and Society》2013,16(3):249-270
Exemplification (the use of examples) in news stories is a common method of providing information about social phenomena to make stories more interesting to audience members. However, previous research has consistently linked exemplification to highly inaccurate perceptions about the prevalence or severity of a given phenomena. The current study further explored outcomes of exemplification by examining the extent to which the practice influenced perceptions of news credibility. Exemplification of public opinion via layperson quotes was found to differentially affect perceptions of news story credibility. Anecdotal exemplification, however, did not predict credibility ratings. Implications for journalism and democratic participation as well as partisans' preference for congenial coverage in news stories are discussed. 相似文献
17.
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
18.
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
19.
《Mass Communication and Society》2013,16(4):381-403
This article explores perceptions of news credibility for television, newspapers, and online news. A survey was administered to a randomly selected sample of residents in Austin, Texas, to assess people's attitudes toward these 3 media channels. Contingent factors that might influence news credibility perceptions, such as media use and interpersonal discussion of news, were incorporated into the analysis. Findings suggest that people are generally skeptical of news emanating from all 3 media channels but do rate newspapers with the highest credibility, followed by online news and television news, respectively. Furthermore, opinions about news credibility seem to be correlated across media outlets. The data also show a moderate negative linkage between interpersonal discussion of news and perceptions of media credibility for television news but not for newspapers. When controlling for basic demographics, a positive correlation was found between interpersonal communication and online news credibility. Finally, a marginal association was noted between media use and public perceptions of credibility across all 3 media channels. 相似文献
20.
This study examines US and South Korean journalists' use of sources and their perceptions of source credibility in covering the six-party talks on North Korea's nuclear ambitions. In particular, this study analyzes the relationship between journalists' perceptions of source credibility and the media's source use in terms of the aggregate and individual levels. Results of content analysis of US and South Korean newspapers are compared with data from a survey of US and South Korean journalists who covered the six-party nuclear talks. Government officials are dominant sources in media coverage of the talks because of their high level of accessibility and credibility. US and South Korean journalists assigned the greatest credibility to government officials of their own country. The two groups showed significant differences in their perceptions of credibility of South Korean officials, North Korean officials, Japanese officials, and Japanese experts. Moreover, this study finds that individual journalists' perceptions of source credibility were as strongly correlated with their individual use of sources as with the news media's aggregate use of sources. Implications of the findings are discussed in the context of media sociology, in particular gatekeeping. 相似文献