The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning

By Kathleen Ellis. 2004

176 citations recorded by the source corpus.

Subfields: Social Psychology

View Paper: https://www.semanticscholar.org/paper/18c4e93667bb03d0b6f9068fd56496753fb27271

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In Social Psychology

1. Alan K. Goodboy
2. Paul L. Witt
3. Paul Schrodt
4. S. Myers
5. San Bolkan
6. Matthew M. Martin
7. Brandi N. Frisby
8. Kodiane A. Jernberg

Citations in the corpus

• Student Perceptions of Teacher Power as a Function of Perceived Teacher Confirmation (2006, methodology): “Although Ellis (2000, 2004) recently reported strong associations among perceived teacher confirmation behaviors and student outcomes such as learning and motivation, much less is known regarding the extent to which teacher confirmation might facilitate student perceptions of teacher pro-social and…”
• Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009, methodology): “Ellis’s (2000) Teacher Confirmation Scale (TCS) was used to measure the extent to which students perceived their instructors as: (a) responding to students’ questions (e.g., ‘‘My instructor takes time to answer students’ questions fully’’); (b) demonstrating an interest in students (e.g., ‘‘My instr”
• The Development and Validation of the Student Communication Satisfaction Scale (2009, background): “Additionally, students report more motivation, cognitive learning, affective learning, participation, and importantly, student satisfaction when teachers are confirming (Ellis, 2004; Goodboy & Myers, 2008).”
• Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom (2010, methodology): “Ellis (2000, 2004) offers a pragmatic application for enhancing the classroom experience with specific instructor confirmation behaviors.”
• Instructor–Student and Student–Student Rapport in the Classroom (2010, methodology): “Cognitive learning has been defined as recall, knowledge, and the development of skills related to the course content (Ellis, 2004).”
• The Effect of Teacher Confirmation on Student Communication and Learning Outcomes (2008, methodology): “First, confirming messages promote active student learning in the classroom (Ellis, 2000, 2004).”
• College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory (2017, background): “Previous reliability coefficients ranging from 0.95 to 0.96 have been discovered for the scale (Ellis, 2000, 2004; Goodboy & Myers, 2008).”
• College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes (2009, background): “Previous reliability coefficients ranging from .95 to .96 have been reported for the summed scale (Ellis, 2000, 2004; Goodboy & Myers, 2008).”
• Are Choice-Making Opportunities Needed in the Classroom? Using Self-Determination Theory to Consider Student Motivation and Learner Empowerment. (2011, background): “Because teachers can effect students’ state motivations toward learning (Christophel, 1990; Ellis, 2004), the potential for an instructor’s course design, requirements, and policies as they are communicated in a course syllabus to effect student perceptions is reasonable to assume.”