Results 291 to 300 of about 399,643 (346)
Some of the next articles are maybe not open access.
Communication Education, 2002
The purpose of this study was to explore how student motives to communicate (i.e., relational, functional, participatory, excuse making, sycophantic) with their instructors are influenced jointly by perceived instructor socio-communicative style and student socio-communicative orientation.
Scott Myers +2 more
openaire +1 more source
The purpose of this study was to explore how student motives to communicate (i.e., relational, functional, participatory, excuse making, sycophantic) with their instructors are influenced jointly by perceived instructor socio-communicative style and student socio-communicative orientation.
Scott Myers +2 more
openaire +1 more source
Communication Research Reports, 2016
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 ...
Robert J. Sidelinger, Derek M. Bolen
openaire +1 more source
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 ...
Robert J. Sidelinger, Derek M. Bolen
openaire +1 more source
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 ...
openaire +1 more source
Instructor communication habits: Confrontation and challenge
New Directions for Teaching and Learning, 1986AbstractCommunication is the means by which teachers conduct their profession. Resfionding to challenges to refine instructional communication skills has both personal and professional pay offs.
openaire +1 more source
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
openaire +1 more source
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
openaire +1 more source
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
openaire +1 more source
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
openaire +1 more source
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.
Paul Schrodt +5 more
openaire +1 more source
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.
Paul Schrodt +5 more
openaire +1 more source
The relationship between student communication motives and perceived instructor communicator style
Communication Research Reports, 2000The purpose of this study was to examine the relationship between student communication motives (i.e., relational, functional, participatory, excuse‐making, sycophantic) and perceived instructor communicator style (i.e., friendly, impression leaving, relaxed, contentious, attentive, precise, animated, dramatic, open, dominant).
Scott A. Myers +2 more
openaire +1 more source
Student Communication Motives and Interpersonal Attraction Toward Instructor
Communication Research Reports, 2007Instructional communication research has not specifically focused on the impact of student classroom communication behaviors on the student-teacher relationship. The current study investigated the relationship between student motives to communicate with instructors and interpersonal attraction toward them.
Seth D. Weiss, Marian L. Houser
openaire +1 more source