Classroom justice: Perceptions of fairness as a predictor of student motivation,learning, and aggression   总被引：5，自引：4，他引：1  

Rebecca M. Chory‐Assad 《Communication quarterly》2013,61(1):58-77

The present study examined the relationship between students’ perceptions of distributive and procedural justice in a college course and student motivation concerning the course, affective learning in the course, and aggression toward the course instructor. Although student perceptions of both distributive and procedural justice were positively correlated with student motivation and affective learning and negatively correlated with student aggression toward the course instructor, multiple regression analyses indicated that only perceptions of procedural justice predicted the three criterion variables at a statistically significant level while distributive justice perceptions did not. Implications and suggestions for future research in classroom justice are offered.  相似文献   

Trust in top management and immediate supervisor: The relationship to satisfaction,perceived organizational effectiveness,and information receiving   总被引：1，自引：1，他引：0  

Kathleen Ellis  Pamela Shockley‐Zalabak 《Communication quarterly》2013,61(4):382-398

Utilizing 2068 individuals in 60 organizations in the U.S. and Italy, this study (a) examines the overall relationship between trust in top management and immediate supervisor and overall estimates of satisfaction and perceived organizational effectiveness, (b) compares the amount of variance in satisfaction and effectiveness that can be explained by trust in top management to the amount of variance explained by trust in immediate supervisor, and (c) clarifies the role of information receiving as a predictor of trust in top management and immediate supervisor. Results of a canonical correlation analysis indicated that the canonical equation explained 49% of the variance in the linear composites (Canonical R = .69, p < .001). Trust in top management was more strongly associated with satisfaction and effectiveness than was trust in immediate supervisor. Tzvo separate multiple regression analyses indicated that after controlling for geographic location of company and type of industry, information received about job and organizational issues uniquely explained 26% of the variance in trust in top management and 13% of the variance in trust in immediate supervisor.  相似文献   

The impact of communication apprehension on college student retention and success     

James C. McCroskey  Steven Booth‐Butterfield  Steven K. Payne 《Communication quarterly》2013,61(2):100-107

Communication apprehension is conceptualized as a causal agent in student success. It is implicated in both academic and interpersonal success, two factors identified by prior resesarch as primary predictors of persistence. A four year longitudinal study of the impact of communication apprehension on grade point average and persistence at the university level was conducted. Results indicated high CA students were significantly more likely to drop out and attain lower grade point averages compared to low CA students. The impact of CA was strongest during the first two years. A replication of the study confirmed the impact of CA on student persistence. It is concluded the impact of CA on the probablity of high CA students’ survival in college is substantial and this impact adds to the case favoring the provision of training programs to assist such students overcome their apprehension about communication.  相似文献   

Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression     

Rebecca M. Chory‐Assad  Michelle L. Paulsel 《Communication quarterly》2013,61(2):98-114

The present study investigated potentially destructive instructor and student communication. In particular, it examined the relationships between instructor use of antisocial behavior alteration techniques (BATs), student perceptions of instructor interactional justice, and students' likelihood of indirectly aggressing against their instructors. Results indicate that student perceptions of instructors' use of antisocial BATs and instructor interactional injustice predicted increased student indirect aggression. In addition, student perceptions of instructor antisocial BAT use and interactional justice were negatively correlated and interactional justice was a stronger predictor of student indirect aggression than was instructor antisocial BAT use.  相似文献   

Integrating health communication pedagogy,social science,and health interventions     

Melanie Booth‐Butterfield 《Communication quarterly》2013,61(3):332-350

Three studies exemplify how health communication research concepts can be integrated pedagogically with health interventions in undergraduate courses. The academic structure for creating and conducting applied community health communication research using current theoretical frameworks is explained. Three empirical projects, increasing community seatbelt use, examining conscientiousness and campus safety behaviors, and increasing cervical cancer screening among college women, are described in detail. Student outcomes for the class demonstrate high learning and satisfaction.

Suggestions for future interventions integrated with general health communication classes are explored. But the overarching outcome is that even with low financial resource significant change can be achieved in health related outcomes, while simultaneously introducing students to health communication and social science procedures.  相似文献   

Speech education ‐ ways and means of political education in Germany     

Ilse Schweinsberg‐Reichart 《Communication quarterly》2013,61(4):35-39

This study of the utility of evidence differs from previous studies in its use of a respondent‐generated matrix of information and sources. This matrix comprised three dimensions (expertness × trustworthiness‐acquaintanceship x information type] and was used to produce Q‐statements which subjects sorted according to a most useful‐Jeast useful criterion in three hypothetical decision‐making situations. The Q‐analysis revealed several types of persons, including: types which found directive information most useful, types which preferred unknown but competent sources, and types which depended upon sources who were known and trusted regardless of the kind of information the source offered.  相似文献   

S(he) loves me,s(he) loves me not: Predictors of relational information‐seeking in courtship and beyond     

Robert A. Bell  Nancy L. Buerkel‐Rothfuss 《Communication quarterly》2013,61(1):64-82

This study extends Baxter and Wilmot's (1984) work on the secret tests couples use to acquire information about the state of their relationships. No gender differences were found in levels of testing or in the use of specific tests in our sample of 226 romantically‐involved individuals, who reported on 1025 instances of testing. The effects of commitment, perceptions of partner's commitment, courtship progress, and jealousy on testing were also examined. Overall amount of testing was inversely correlated with courtship progress, suggesting that such tests characterize the earliest stages of courtship, and positively correlated with jealousy. In addition, females who perceived that their partners were less committed to their relationships were slightly more likely to engage in relational information‐seeking. Reliance upon specific tests was associated with several of the relationship measures. For instance, Endurance tests were best predicted by perceptions of high partner commitment; Separation tests were used when commitment by self and partner was low, when the relationship had not advanced much, and when the information‐seeker was jealous; and use of Triangle tests was associated with jealousy. Several significant contingencies were found among dimensions of the testing situation. The type of test used was associated with what respondents learned about their partners' commitment, with the probability of engaging in state‐of‐the relationship talks, and with the deliberate versus accidental nature of the testing episode. It was also found that deliberate tests were more likely than accidental ones to lead to feelings that the future course of the relationship was predictable and to open communication about the relationship. Finally, tentative support was found for a confirmatory bias in testing in which testers set themselves up to learn that their partners value the relationship.  相似文献   

Book reviews     

Terese Stenfors‐Hayes  Christopher Griffiths  James Ogunleye 《International Journal of Lifelong Education》2013,32(6):625-640

Lifelong learning is recognized as an important tool to reduce social exclusion, but out of the many investigations into the provision of lifelong learning in Europe none has yet sought to examine the specific situation of mental health care service users. This study examines the provision of lifelong learning for this disadvantaged group; it identifies current policies and explores the access to, and nature of, lifelong learning practices for mental health care service users in eight European countries. Data have been collected through a literature and policy review and through questionnaires completed by mental health practitioners in the eight countries. The study found broad compliance amongst the eight countries with the Lisbon policy goals on lifelong learning, but evidence of specific lifelong learning provision for mental health care service users is patchy and sporadic. The study identified the main benefits of, and the barriers to, the participation in lifelong learning for mental health care service users from the viewpoint of mental health professionals and practitioners. The implications for practice were described, and suggestions for actions were made for improving the lifelong learning provision for the target group.  相似文献   

Assessing twenty‐first century skills through a teacher created video game for high school biology students     

Leonard A. Annetta  Meng‐Tzu Cheng  Shawn Holmes 《Research in Science & Technological Education》2013,31(2):101-114

As twenty‐first century skills become a greater focus in K‐12 education, an infusion of technology that meets the needs of today’s students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi‐experimental, qualitative design assessed the twenty‐first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time‐on‐task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twenty‐first century skills while being engrossed in the embedded science content.  相似文献   

Information processing: a review of implications of Johnstone’s model for science education     

Helen St Clair‐Thompson  Tina Overton  Chris Botton 《Research in Science & Technological Education》2013,31(2):131-148

The current review is concerned with an information processing model used in science education. The purpose is to summarise the current theoretical understanding, in published research, of a number of factors that are known to influence learning and achievement. These include field independence, working memory, long‐term memory, and the use of long‐term memory strategies. The implications of research for educational practice are discussed. It is recommended that educators consider models of information processing and adjust teaching practices accordingly.  相似文献