This study examines how different social interdependence structures influence students' perceptions of anticipated affective learning, motivation, classroom communication apprehension, and classroom climate. Participants were randomly assigned one of three conditions (cooperative, competitive, and individualistic) and were asked to complete a…

This quasi-experiment examined how incorporating an instructor narrative into teaching augmented students' recall, affect, and sustained attention. One hundred and ninety-four undergraduate students were assigned to one of two teaching conditions in a college classroom: a lecture that included an instructor narrative summarizing the lesson's key…

Guided by assumptions from the cognitive-affective theory of learning with media, we conducted a teaching experiment to corroborate past correlational research that suggested instructor misbehaviors, in the form of antagonism toward students, impede students' cognitive learning. Participants were 472 undergraduate students who were randomly…

In this study we examined the impact of polite student emails on instructors' motivation to work with students and both their perceptions of students' competence and potential for success. Participants were 125 university instructors exposed to one of five hypothetical emails utilizing various politeness strategies accompanying a special request.…

In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…

The purpose of this experiment was to test the influence of mixed reviews appearing as computer-mediated word-of-mouth communication (WOM) on student perceptions of instructors (attractiveness and credibility) and attitudes toward learning course content (affective learning and state motivation). Using the heuristic-systematic processing model, it…

Using facework as a theoretical lens, we examined power in the classroom from the standpoint that students, as a connected group, may have upward influence in the college classroom. Participants included both students (N = 375) and faculty (N = 104) who reported on perceptions of classroom connectedness and instructor compliance to student…

This study examined whether college students' communication avoidance and socio-communicative orientation were related to perceptions of instructors' immediacy, socio-communication style, satisfaction with instructors and learning. Students high in communication apprehension and/or less immediate perceived their instructors as less immediate and…

This article reports two studies on teacher confirmation. The first examined (1) students' feelings of confirmation or disconfirmation as a function of perceived teacher behaviors, and (2) whether teacher confirmation behaviors occur in hierarchically arranged clusters. Sixty-one percent of the variance in students' feelings of confirmation was…

This study investigated the effect of teacher misbehavior on student affect for the teacher and teacher credibility. Participants completed an Affect Toward Teacher Scale and a Source Credibility Scale in reference to one of four experimental conditions. The first two research questions examined the effect of misbehaviors on student affect for the…

Investigates the effects of immediacy on cognitive learning in an experimental situation which removed the effects of affect from the measurement of cognitive learning. Finds a positive relationship between immediacy and cognitive learning at the short-term recall level. (MM)

Examines significant teacher behavior which positively affects students' perceptions of the teacher-student relationship. Identifies specific self-disclosive statements which students attributed to good and/or poor teachers. Finds a significant relationship between teachers' self-disclosive statements and students' perceptions. (MM)

My project explored whether or not my approach to teaching an interracial communication course was effective in reducing racial prejudice and promoting racial sensitivity and awareness among undergraduate students. Analysis of student narratives and focus groups reveals that my approach was effective in impacting student perceptions of, and…