Feeling Valued Matters: An Examination of Instructor Confirmation and Instructional Dissent |
| |
| Authors: | Marjorie M Buckner Brandi N Frisby |
| |
| Institution: | 1. College of Communication and Information, University of Kentuckymarjorie.buckner@uky.edu;3. Division of Instructional Communication and Research, University of Kentucky |
| |
| Abstract: | 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 Goodboy, A. K. & Myers, S. A. (2012). Brief report: Instructional dissent as an expression of students’ verbal aggressiveness and argumentativeness traits. Communication Education, 61, 448–458. doi:10.1080/03634523.2012.699635Taylor & Francis Online] , Google Scholar]). 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 LaBelle, S., Martin, M. M. & Weber, K. (2013). Instructional dissent in the college classroom: Using the instructional beliefs model as a framework. Communication Education, 62, 169–190. doi:10.1080/03634523.2012.759243Taylor & Francis Online] , Google Scholar]). 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. |
| |
| Keywords: | Instructional Dissent Instructor Behaviors Instructor Confirmation Student Dissent |
|
|
