Online environments increasingly serve as contexts for learning. Hence, it is important to understand how student characteristics, such as student computer-mediated communication anxiety (CMCA) affects learning outcomes in mediated classrooms. To better understand how student CMCA may influence student online learning experiences, we tested a…

Although scholars from various fields now argue that emotion is a critical resource for individuals as they learn and make sense of information, the topic is only just emerging as a sustained area of emphasis for instructional communication scholars. Using a sample of 752 students from three universities, we tested a predictive model exploring how…

This study examined students' perceived understanding as a mediator of the relationship between student perceptions of teacher clarity, nonverbal immediacy cues, and learner empowerment (i.e., meaningfulness, competence, and impact). Participants included 261 undergraduate students who completed survey instruments. Results of structural equation…

Based on emotional response theory (ERT), recent researchers have observed connections between teachers' communication behaviors and students' emotional reactions. In the present study, we further elaborated ERT by exploring the effects of teacher communication behaviors and emotional processes on discrete negative emotions, including anger,…

The purpose of this study was to examine a theoretical model explaining the influence of instructor power (i.e., coercive, reward, legitimate, expert, referent) on students' relational and social influence communication behaviors (i.e., student affinity-seeking strategies, student behavior alteration techniques) across two cultures. Participants…