Toward a general model of instructional communication

By J. Mccroskey, K. Valencic, V. Richmond. 2004

183 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/76726ba4e060c66aeaf66f5eaa4aa4ae21125998

How researchers see this paper

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

In Education

1. Paul L. Witt
2. S. Myers
3. Alan K. Goodboy
4. Rebecca M. Chory
5. Matthew M. Martin
6. Jeff Kerssen-griep
7. Paul D. Turman
8. Paul Schrodt

In Social Psychology

1. Paul L. Witt
2. Alan K. Goodboy
3. S. Myers
4. Paul Schrodt
5. Matthew M. Martin
6. Jeff Kerssen-griep
7. Rebecca M. Chory
8. Paul D. Turman

In Philosophy

1. Paul Schrodt
2. Paul L. Witt
3. S. Myers
4. Rebecca M. Chory
5. Kodiane A. Jernberg
6. M. Barton
7. Matthew M. Martin
8. Paul D. Turman

Citations in the corpus

• The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment (2009, background): “…(anxious and emotional), and psychoticism (aggressive and antisocial) do so communicatively via immediacy (McCroskey, Heisel, & Richmond, 2001; McCroskey et al., 2004), willingness to communicate (McCroskey et al., 2004), humor (Wrench & McCroskey, 2001), verbal aggression (Valencic, Beatty,…”
• A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes (2009, background): “…characteristics and communication behaviors that enhance credibility (Frymier & Thompson, 1992; Haleta, 1996; Martin, Chesebro & Mottet, 1997; McCroskey et al., 2004; Myers, 2001; Patton, 1999; Schrodt, 2003; Semlak & Pearson, 2008; Teven, 2001; Teven & Gorham, 1998; Thweatt & McCroskey,…”
• Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2011, background): “Scholars have investigated credibility in relation to teachers’ assertive and responsive use of argumentative messages (Schrodt, 2003), affinity-seeking behaviors (Frymier & Thompson, 1992), levels of technology use (Schrodt & Turman, 2005; Schrodt & Witt, 2006), and TNI cues (McCroskey et al., 2004”
• Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009, background): “…to learn (Frymier & Thompson, 1992; Tibbles et al., 2008), greater affect (McCroskey et al., 2004; Teven, 2001; Tibbles et al., 2008), and increased cognitive learning (McCroskey et al., 2004; Teven & McCroskey, 1997; Tibbles et al., 2008) when they perceive their instructors as being credible.”
• Enhancing Student Perceptions of Fairness: The Relationship between Instructor Credibility and Classroom Justice (2007, background): “…communication research (e.g., Banfield, Richmond, & McCroskey, 2006; Chory-Assad, 2002; Chory-Assad & Paulsel, 2004b; Glascock & Ruggiero, 2006; McCroskey et al., 2004; Paulsel et al., 2005), the three instructor credibility dimensions and the three classroom justice types were treated as…”
• The Relationships of Student End-of-Class Motivation with Teacher Communication Behaviors and Instructional Outcomes (2006, background): “Clearly, student motivation should be added to the General Model of Instructional Communication.”
• Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, background): “, 2007; Teven, 2007; Teven & McCroskey, 1997), confirmation (Ellis, 2000; Goodboy & Myers, 2008), humor use (Gorham & Christophel, 1990; Wanzer & Frymier, 1999), self-disclosure (Mazer, Murphy, & Simonds, 2007; Sorenson, 1989), extroversion (McCroskey et al., 2004), argumentativeness (Myers, 2002; M”