Results 201 to 210 of about 23,249 (256)
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Communication Education, 2011
This study tested two theoretical models of instructor credibility as a potential mediator between instructors’ classroom communication behaviors (nonverbal immediacy, enthusiasm, and homophily) and students' intentions to persist in college. Participants included 570 undergraduate students from three institutions in the South-Central United States ...
Paul Schrodt +2 more
exaly +2 more sources
This study tested two theoretical models of instructor credibility as a potential mediator between instructors’ classroom communication behaviors (nonverbal immediacy, enthusiasm, and homophily) and students' intentions to persist in college. Participants included 570 undergraduate students from three institutions in the South-Central United States ...
Paul Schrodt +2 more
exaly +2 more sources
Communication Education, 2009
This study tested two models of instructor credibility as a potential mediator of instructors’ prosocial communication behaviors (e.g., confirmation, clarity, and nonverbal immediacy) and students’ learning outcomes. Participants included 1,416 undergraduate students from four different institutions across the United States.
Scott A Myers +2 more
exaly +2 more sources
This study tested two models of instructor credibility as a potential mediator of instructors’ prosocial communication behaviors (e.g., confirmation, clarity, and nonverbal immediacy) and students’ learning outcomes. Participants included 1,416 undergraduate students from four different institutions across the United States.
Scott A Myers +2 more
exaly +2 more sources
Perceived Instructor Credibility as a Function of Instructor Aggressive Communication
Communication Research Reports, 2007The purpose of this study was to examine how an instructor's perceived use of argumentativeness and verbal aggressiveness affects students' perceptions of instructor credibility. Results indicate that students rated the instructor who was high in argumentativeness and low in verbal aggressiveness as higher in competence, character, and caring than the ...
Chad Edwards, Scott A. Myers
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Students' Machiavellianism and Motives for Communicating with Instructors
Psychological Reports, 2006This study investigated the relationship between scores of college students ( N = 210, 114 women, 95 men, 1 unidentified; M age = 19.3 yr., SD = 2.8) on Machiavellianism and their motives for communicating with their instructors in the classroom. Students' Machiavellianism scores were positively but weakly related to three motives of Functional ( r ...
Matthew M, Martin +2 more
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Students’ motives for communicating with their instructors
Communication Education, 1999The purpose of this study was to examine students’ motives for communicating with their instructors. Students were first asked why they communicate with their instructors. Based on their responses, a questionnaire was constructed that included these reasons and their interpersonal communication motives for communicating with their instructors.
Matthew M. Martin +2 more
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Communication Research Reports, 2010
The purpose of this study was to examine the extent to which student motives for communicating with an instructor (i.e., relational, functional, participatory, excuse-making, and sycophancy) were associated with perceived instructor misbehaviors (i.e., incompetence, indolence, and offensiveness).
Alan K. Goodboy +2 more
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The purpose of this study was to examine the extent to which student motives for communicating with an instructor (i.e., relational, functional, participatory, excuse-making, and sycophancy) were associated with perceived instructor misbehaviors (i.e., incompetence, indolence, and offensiveness).
Alan K. Goodboy +2 more
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Student–instructor communication: The role of email
Computers & Education, 2006We report on the use of email lists as a supplement to teaching. We argue that email lists can provide a valuable students-instructor communication channel and describe the process of setting up and managing such lists. A case study of email messages exchanged in an introductory operations research course is also included.
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Communication apprehension: Resources for the instructor
Communication Education, 1982This essay provides practical information for those interested in implementing a communication apprehension program. It consists of three parts: Part I is a description of twenty‐four communication programs; Part II is a glossary of various methods used to treat communication apprehension; and Part III is a classified bibliography, arranged by ...
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Student Motives for Communicating with Instructors as a Function of Perceived Instructor Power Use
Communication Research Reports, 2011The purpose of this study was to examine the perceived use of instructor power bases (i.e., reward, coercive, referent, legitimate, and expert) in association with student motives for communicating with an instructor (i.e., relational, functional, participatory, excuse-making, and sycophancy) in the college classroom. Participants were 244 students who
Alan K. Goodboy, San Bolkan
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