Perceived aggressive instructor communication and student state motivation, learning, and satisfaction

By S. Myers. 2002

100 citations recorded by the source corpus.

Subfields: Communication, Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/8abba57b6ce586b086f0937dd01978588d9deceb

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. Paul Schrodt
3. Alan K. Goodboy
4. Qin Zhang
5. Matthew M. Martin
6. Keith Weber
7. S. Myers
8. Sean M. Horan

In Social Psychology

1. Alan K. Goodboy
2. San Bolkan
3. K. Rocca
4. S. Myers
5. Paul Schrodt
6. Matthew M. Martin
7. Qin Zhang
8. Keith Weber

In Philosophy

1. Alan K. Goodboy
2. Paul Schrodt
3. K. Rocca
4. Qin Zhang
5. Matthew M. Martin
6. S. Myers
7. San Bolkan
8. Sean M. Horan

Citations in the corpus

• Teacher Misbehaviors as Learning Demotivators in College Classrooms: A Cross-Cultural Investigation in China, Germany, Japan, and the United States (2007, background): “…misbehaviors are associated negatively with student motivation (Christophel & Gorham, 1995; Gorham & Christophel, 1992; Gorham & Millette, 1997; Myers, 2002), satisfaction with and affect for the course and the instructor (Banfield et al., 2006; McPherson et al., 2003, 2006; Myers, 2002), and…”
• The Development and Validation of the Student Communication Satisfaction Scale (2009, background): “Previous reliability coefficients have been .97 (Mottet & Richmond, 1998) and .98 (Myers, 2002) for both the course and instructor affect dimensions.”
• College student attendance: impact of instructor immediacy and verbal aggression (2004, methodology): “…been found to 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, &…”
• 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).”
• Students' Appraisals of Instructors as a Function of Students' Perceptions of Instructors' Aggressive Communication (2003, methodology): “…felt when talking with (or listening to) their instructors, and since the instructor-student relationship is one type of a superior-subordinate relationship (Myers, 2002) (rather than a marital relationship, as used by Grice, 1997), the validity of the FUM was deemed sufficient for this study.”
• Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, background): “, 2004), argumentativeness (Myers, 2002; Myers & Knox, 2000), and students’ goals being met (Frymier, 2007).”