Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes

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Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning (2015, background): “…233 Powell and Harville (1990), effect 1 Corr COMS TCS AL-Class .53 .58 311 Powell and Harville (1990), effect 2 Corr COMS TCS AL-Instructor .54 .57 311 Schrodt et al. (2009) Corr COMS TCSI AL-Overall .51 .56 1416 Sidelinger and McCroskey (1997), effect 1 Corr COMS TCS AL-Content .60 .65 204…”
Development and Validation of the Student Interest and Engagement Scales (2012, background): “Schrodt and his colleagues (2009) reported that teacher clarity was positively associated with learner empowerment and cognitive learning indicators.”
Rethinking College Students' Self-Regulation and Sustained Attention:Does Text Messaging During Class Influence Cognitive Learning? (2012, methodology): “…latent constructs (TM and AP) were identified by using the observed variables; the other three latent constructs (SR, SA, and CL) were identified by aggregating observed variables into three parcels to reduce the number of parameter estimates and to improve reliability (see Schrodt et al., 2009).”
Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2011, background): “This on-task cognitive routing in turn should lead to other positive classroom outcomes such as perceptions of confirmation and clarity (Schrodt et al., 2009).”