The relationships among teacher characteristics and perceived caring

By Jason J. Teven. 2001

160 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/95a939c3d28033ca0e8f1f0c560350da634b841b

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Citations in the corpus

Perceived aggressive instructor communication and student state motivation, learning, and satisfaction (2002, background): “To date, instructional communication researchers have limited their study of perceived instructor argumentativeness and verbal aggressiveness to either (a) the examination of the relationship of one aggressive trait (primarily verbal aggressiveness) with one or more variables (e.g., Myers, 2001; Mye”
Out-of-Class Communication and Student Perceptions of Instructor Humor Orientation and Socio-Communicative Style (2003, background): “In previous studies, the factors have loaded consistently with high reliabilities (Martin et al., 1997; Richmond & McCroskey, 1990; Teven, 2001; Wanzer & Frymier, 1999).”
Enhancing Student Perceptions of Fairness: The Relationship between Instructor Credibility and Classroom Justice (2007, background): “Inasmuch as caring and intention toward the receiver are related constructs (Teven, 2001; Teven & McCroskey, 1997), caring instructors should be perceived as having honorable intentions toward students.”
Teacher Temperament: Correlates with Teacher Caring, Burnout, and Organizational Outcomes (2007, background): “being made aware of the types of behaviors that undermine the students’ perceptions of caring (Teven, 2001).”
Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm (2020, background): “Various aspects of the concept have been pointed out in previous studies, including responsiveness (Teven, 2001, 2007), giving praise to students who do well and works hard in school (Burnett, 2002), rewarding good behavior, willingness to listen, and the ability to reduce anxiety (Bulach, Brown, &…”
How Do Teachers Support Students’ Motivation and Learning in Their Classrooms? (2011, background): “Others have demonstrated that students see teachers who engage in immediacy behaviors as more caring (Teven, 2001), more competent and trustworthy (Teven & Hanson), and clearer than teachers who do not (Chesebro & McCroskey).”
Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009, background): “…Cowan, & West, 2007), manage compulsive communicators with prosocial management strategies (McPherson & Liang, 2007), and who are immediate (McCroskey et al., 2004; Teven, 2001; Thweatt & McCroskey, 1998) are generally perceived as being more competent, trustworthy, and caring in the classroom.”
Latino and White High School Students' Perceptions of Caring Behaviors (2009, methodology): “This investigation used constant comparative analysis to allow the data to drive the development of the themes in this study rather than using a prescribed instrument (Hayes et al., 1994; Teven, 2001; Teven & McCroskey, 1996; Wentzel, 1997) to ascertain student perceptions on caring attributes.”
A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes (2009, background): “Although there is reason to interpret this finding with caution given that Teacher Credibility 529 the amount of variability, overall, was greater than expected due to sampling error.”
Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher Competence and Trustworthiness (2007, background): “Recently, Teven ( 2001 ) discovered students' perceptions of their teachers' caring were positively related to their perceptions of their teachers' immediacy, responsiveness, and assertiveness while negatively related to teacher verbal aggressiveness.”