Students' Appraisals of Instructors as a Function of Students' Perceptions of Instructors' Aggressive Communication

By Paul Schrodt. 2003

96 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b8736e7a5feb6959208905812efd87e15fe83dd5

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Citations in the corpus

Predicting exposure to and liking of media violence: a uses and gratifications approach (2005, background): “The relation between argumentativeness and verbal aggression has varied (including different signs and strengths of correlations), and the constructs have shown differential patterns of relations with variables such as approach/apprehension (Simmons, Lamude, & Scudder, 2003), ratings of instructor b”
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.”
Enhancing Student Perceptions of Fairness: The Relationship between Instructor Credibility and Classroom Justice (2007, background): “In the instructional context, the focus is on students’ attitudes toward instructors as sources (Schrodt, 2003).”
The relationship between perceived instructor credibility and college student in‐class and out‐of‐class communication (2004, background): “…(Nadler & Nadler, 2001), have respect for these instructors (Martinez-Egger & Powers, 2002), evaluate these instructors highly (Teven & McCroskey, 1997), feel their instructors understand them (Schrodt, 2003), and plan to take an additional course from these instructors (Nadler & Nadler, 2001).”
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.,…”
Learner Empowerment and Teacher Evaluations as Functions of Teacher Power Use in the College Classroom (2008, methodology): “In previous research, Schrodt (2003) and his colleagues (Schrodt et al., 2006) established the validity and reliability of the unidimensional scale, with factor loadings of .68 or higher for all seven items and with previous reliabilities ranging from .91 to .92 for the form.”
Student Perceptions of Teacher Power as a Function of Perceived Teacher Confirmation (2006, methodology): “This sampling technique has been used successfully in previous research (e.g., Christophel, 1990; Myers & Rocca, 2000; Schrodt, 2003; Wanzer & McCroskey, 1998) and assures that teachers from a wide variety of disciplines are referenced by the students.”
Transformational Leadership in the Classroom: Fostering Student Learning, Student Participation, and Teacher Credibility (2009, background): “Perceived teacher credibility is a desirable perception achieved through effective instruction with students (Martin, Chesebro, & Mottet, 1997; McPherson & Liang, 2007; Mottet, Parker-Raley, Beebe, & Cunningham, 2007; Schrodt, Turman, & Soliz, 2006; Schrodt & Witt, 2006) and jeopardized through inef”
Teacher Misbehaviors as Learning Demotivators in College Classrooms: A Cross-Cultural Investigation in China, Germany, Japan, and the United States (2007, background): “…on students and teachers, such as motivation (Christophel & Gorham, 1995; Gorham & Christophel, 1992; Gorham & Millette, 1997), affective and cognitive learning (Banfield et al., 2006; McPherson et al., 2003; Myers, 2002), and teaching evaluations (Schrodt, 2003; Wanzer & McCroskey, 1998).”
Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009, methodology): “…behaviors (Frymier & Thompson, 1992), verbal and nonverbal immediacy cues (Johnson & Miller, 2002; Teven & Hanson, 2004), argumentative messages (Schrodt, 2003), appropriate amounts of technology (Schrodt & Turman, 2005; Schrodt & Witt, 2006), and who engage in out-of-class communication with…”
Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher Competence and Trustworthiness (2007, background): “Recently, Schrodt (2003) investigated aggressive communication and students’ perceptions of instructor credibility and teacher evaluation.”