Perceived instructor argumentativeness and verbal aggressiveness in the college classroom: Effects on student perceptions of climate, apprehension, and state motivation

By S. Myers, K. Rocca. 2001

113 citations recorded by the source corpus.

Subfields: Communication, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2d409eed65990fc86657fe9ca95ff008fcbbd575

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. K. Rocca
2. Alan K. Goodboy
3. Jeff Kerssen-griep
4. Keith Weber
5. S. Myers
6. Paul Schrodt
7. Qin Zhang

In Social Psychology

1. Paul L. Witt
2. Jeff Kerssen-griep
3. Alan K. Goodboy
4. K. Rocca
5. Jon A. Hess
6. April R. Trees
7. Keith Weber
8. S. Myers

In Sociology and Political Science

1. K. Rocca
2. Alan K. Goodboy
3. Jeff Kerssen-griep
4. S. Myers
5. Keith Weber
6. Paul L. Witt

Citations in the corpus

• Attentive Facework During Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment (2008, background): “Environmental models often include broadly stated abilities like being able to ‘‘explain things clearly’’ or nonaggressively ‘‘communicate with students’’ (Marjoribanks, 2006; Myers & Rocca, 2001).”
• Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2011, background): “Conversely, research evidence thus far indicates that unmitigated face threats (e.g., teachers’ perceived verbal aggressiveness) likely diminish teachers’ ability to influence students’ learning (Myers & Rocca, 2001).”
• College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory (2017, background): “Previous reliability coefficients ranging from 0.92 to 0.95 have been discovered for the scale (Christophel, 1990; Goodboy & Myers, 2008; Myers & Rocca, 2001).”
• The Effect of Teacher Confirmation on Student Communication and Learning Outcomes (2008, background): “State motivation to learn, then, is not a general predisposition but instead can be influenced by instructor behaviors in the classroom (Myers, 2002; Myers & Rocca, 2001).”
• College student attendance: impact of instructor immediacy and verbal aggression (2004, methodology): “…be related to a defensive classroom climate (Kearney, Plax, Hays, and Ivey, 1991; Myers & Rocca, 2001), low student state motivation (Myers, 2002; Myers & Rocca, 2001), student perceptions of the instructor as less competent, less immediate, and less appropriate (Martin, Weber, & Burant, 1997),…”