Perceived Teacher Confirmation: The Development and Validation of an Instrument and Two Studies of the Relationship to Cognitive and Affective Learning.

By Kathleen Ellis. 2000

184 citations recorded by the source corpus.

Subfields: Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/95e4c4cb970766ffff32aa8c2c3a580bf8bc6c5f

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Citations in the corpus

The Effect of Teacher Confirmation on Student Communication and Learning Outcomes (2008, methodology): “First, confirming messages promote active student learning in the classroom (Ellis, 2000, 2004).”
The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education (2020, background): “Through eye contact, the teacher communicates to students that attention is towards them and she teaches for them (Adams Jr. et al. 2013; Ellis 2000; McIntyre et al. 2017).”
Instructional Communication Predictors of Ninth-Grade Students’ Affective Learning in Math and Science (2008, background): “The reviewed research literature confirms predictions that teachers’ communication behaviors impact college students’ affective learning (Chesebro & McCroskey, 2001; Ellis, 2000; Frymier & Shulman, 1995; Mottet & Beebe, 2002).”
The Development and Validation of the Student Communication Satisfaction Scale (2009, unknown): “…1979; Christophel, 1990; Gorham, 1988; Plax, Kearney, McCroskey, & Richmond, 1986; Richmond, Gorham, & McCroskey, 1987), teacher confirmation (Ellis, 2000, 2004; Goodboy & Myers, 2008; Schrodt, Turman, & Soliz, 2006), and teacher affinity-seeking (Richmond, 1990; Roach & Byrne, 2001) are…”
Learning with Invisible Others: Perceptions of Online Presence and their Relationship to Cognitive and Affective Learning (2005, background): “…even less from asynchronous online teachers) than on-site students expected (Witt & Wheeless, 1999), teacher immediacy (Gorham, 1988; Freitas, Myers & Avtgis, 1998; Sanders & Wiseman, 1990) and intimacy (Ellis, 2000) remain important correlates of student satisfaction and affective learning.”
College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory (2017, background): “Previous reliability coefficients ranging from 0.95 to 0.96 have been discovered for the scale (Ellis, 2000, 2004; Goodboy & Myers, 2008).”
Instructor–Student and Student–Student Rapport in the Classroom (2010, background): “Dobransky and Frymier (2004) found that interpersonal relationships between instructors and students increased out of class communication, and that out of class communication was positively related to learning and student engagement.”
The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning (2004, methodology): “Nonetheless, in two studies, Ellis (2000) found that teacher confirmation plays a large and significant role in college students’ learning, underscoring the importance of this line of research.”
Teacher Self-Disclosure: Amount, Relevance, and Negativity (2008, background): “Ellis (2000) reported that teacher confirmation (e.g., responding to students, showing interest, and having an interactive teaching style) was positively related to affective learning. Focusing specifically on self-disclosure, Sorensen (1989) observed that selfdisclosure plays an important role in t”
Understanding the Memorable Messages First-Generation College Students Receive from On-Campus Mentors (2012, background): “…have expanded this line of inquiry by exploring specific teacher communication behaviors that contribute to an interpersonal relationship such as teacher confirmation, ‘‘the process by which teachers communicate to students that they are valuable, significant individuals’’ (Ellis, 2000, p. 265).”
Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, unknown): “, 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.”
Developing teacher‐student relationships through out of class communication (2004, background): “The significance of this finding is that teachers should not depend on impacting affect towards themselves or the course only through OCC, but should continue other behaviors previously shown to impact affective learning such as immediacy behaviors (Andersen, 1979; Gorham, 1988), and teacher confirm”
Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009, methodology): “When combined, these confirming behaviors are positively associated with students’ perceived understanding of the teacher, cognitive and affective learning, and student motivation (Ellis, 2004), as well as students’ ratings of teacher prosocial power use (Turman & Schrodt, 2006), instructor credibil”
Student Perceptions of Teacher Power as a Function of Perceived Teacher Confirmation (2006, methodology): “Although Ellis (2000, 2004) recently reported strong associations among perceived teacher confirmation behaviors and student outcomes such as learning and motivation, much less is known regarding the extent to which teacher confirmation might facilitate student perceptions of teacher pro-social and…”
Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom (2010, methodology): “Ellis (2000, 2004) offers a pragmatic application for enhancing the classroom experience with specific instructor confirmation behaviors.”
College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes (2009, background): “Mediating Variable Previous research has suggested that affective learning is a mediating variable between instructor behavior (e.g., instructor immediacy, confirmation) and student outcomes (Ellis, 2000; Rodriguez, Plax, & Kearney, 1996).”