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1.
When Instructors Self-Disclose but Misbehave: Conditional Effects on Student Engagement and Interest
This study examined the conditional influence of relevant instructor self-disclosure on student interest (cognitive, emotional) and engagement (silent-in-class, oral-in-class, thinking about course content, out-of-class). College student participants (N = 169) completed a questionnaire on their instructor’s disclosures and misbehaviors in class, and their own interest and engagement in a college course. The positive associations between relevant instructor self-disclosure with student interest and engagement were conditional; they were moderated by perceived instructor misbehaviors (antagonism, lectures). Overall, the positive associations were diminished for cognitive and emotional interest when instructors were antagonistic; these associations became nonsignificant, and then negative at higher levels of antagonism. Similarly, the positive associations were diminished for all four types of student engagement when instructors delivered boring and confusing lectures; these associations became nonsignificant at higher levels of lecture misbehaviors, and the associations for silent in-class and out-of-class engagement became negative at very high levels of lecture misbehaviors. 相似文献
2.
This study explored the relationship between effective instructor behavior—instructor confirmation—and a potentially negative student behavior—instructional dissent. Previous studies demonstrate that student characteristics provide a limited explanation for how students express dissent (e.g., Goodboy & Myers, 2012). Thus, scholars have begun to investigate the influence of instructor behaviors along with student characteristics to understand why students express dissent (LaBelle, Martin, & Weber, 2013). This study revealed that instructor confirmation negatively related to expressive and vengeful dissent, but not rhetorical dissent. Further, the three dimensions of instructor confirmation functioned differently in accounting for variance in expressive and vengeful dissent. Future research should build towards a model of instructional dissent model that reflects the unique characteristics of the instructional context and modifiable instructor behaviors. 相似文献
3.
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
4.
Michelle T. Violanti Stephanie E. Kelly Michelle E. Garland Scott Christen 《Communication Studies》2018,69(3):251-262
This study replicates and extends three widely cited instructional communication research studies regarding instructor clarity, humor, immediacy, and students’ learning: Richmond, Gorham, and McCroskey (1987), Wanzer and Frymier (1999), and Chesebro and McCroskey (2001). Students across four diverse institutions of higher education (N = 1,109) completed survey measures. Replication results suggest that findings from the original studies (clarity, humor, immediacy, and student learning) persist, and extension results, exploring verbal immediacy and perceived immediacy, reveal statistically significant correlations with the original studies’ variables. However, results of the replication and extension reveal measurement validity uncertainties that require further investigation. 相似文献
5.
Robert John Sidelinger 《Communication Research Reports》2013,30(3):292-301
This study assessed students’ (N=195) perceptions of instructors’ relevant humor and inappropriate conversations in the classroom and used expectancy violation theory (EVT) as a lens to position instructor relevant humor as a moderator between instructors’ inappropriate conversations and student communication satisfaction. Results showed a positive association between students’ perceptions of instructors’ use of relevant humor and student communication satisfaction, and in contrast, a negative relationship between perceptions of instructors’ inappropriate conversations and student communication satisfaction. Consistent with the tenets of EVT, results also indicated that instructors who use relevant humor in the classroom may overcome students’ negative perceptions of inappropriate conversations and maintain student communication satisfaction. 相似文献
6.
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
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.
The study applied self-determination theory to examine detrimental effects of instructor misbehaviors in the college classroom. Participants were 223 undergraduate students who reported on their instructor’s antagonism and lecture misbehaviors in a course, along with their basic psychological need fulfillment (i.e., autonomy, competence, relatedness) and intrinsic motivation to learn. Results indicated that (a) lecture misbehaviors were more detrimental to students’ competence and relatedness than antagonism misbehaviors; and (b) students’ intrinsic motivation to learn was influenced by students’ basic psychological needs and instructor misbehaviors. 相似文献
9.
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
10.
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
11.
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
12.
Brent K. Simonds Kevin R. Meyer Margaret M. Quinlan Stephen K. Hunt 《Communication Research Reports》2013,30(3):187-197
Although research indicates that speech rate affects perceptions of speaker credibility as well as persuasiveness and information recall, research has failed to address how instructor speech rate affects student perceptions and learning. This study randomly assigned basic communication course students to one of three speech rate conditions (slow, moderate, fast), using a videotaped lesson by an instructor. Findings revealed significant differences for credibility, affective leaning, and nonverbal immediacy, but did not reveal significant differences for recall or clarity. Implications for instructional practice and suggestions for future research are discussed. 相似文献
13.
This study examined the influence and relationships of the Big Five personality variables of extraversion, agreeableness, conscientiousness, emotional stability (neuroticism), and openness to experience on communication reticence and fear of negative evaluation (FNE). Undergraduates from (N = 336) basic communication or psychology courses completed self-report measures for these variables. Structural equation modeling indicated that only one personality dimension, extraversion, directly predicted reticence, whereas neuroticism was positively related to FNE, and openness was a negatively associated predictor of FNE. The model also showed a strong relationship between FNE and reticence, indicating that FNE moderated the relationship between two of the five personality variables (i.e., openness and neuroticism) and reticence. 相似文献
14.
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
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.
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
17.
This ‐paper introduces the Instructor Self‐Disclosure Scale and reports on two initial studies that address the reliability and validity of the scale. The Instructor Self‐Disclosure Scale is an 18‐item measure of the amount of instructor self‐disclosure. In Study One, instructor self‐disclosure was positively related to the student motives of relational, excuse‐making, and sycophancy. In Study Two, instructor self‐disclosure was positively related to out‐of‐class communication, the student interest dimensions of meaningfulness and impact, and cognitive learning. Additionally, the Instructor Self‐Disclosure Scale appears to be a unidimensional, internally reliable measure. 相似文献
18.
While many scholars recognize that the process of education extends beyond the formal classroom, relatively little research has focused on the role of communication in this area. This article focuses on out of class (OOC) communication between faculty and students. First, the benefits of OOC contact for students, faculty, and educational institutions; the frequency of such contact; and what is known about the roles of student and instructor sex in such contexts are explored. Then, the results of a study exploring the roles of faculty perceptions of instructor empathy, relational topoi, and instructor sex are reported. The findings indicate that these variables all relate to the amount and kinds of OOC communication that occur. 相似文献
19.
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
20.
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