Student Perceptions of Teacher Power as a Function of Perceived Teacher Confirmation

By Paul D. Turman, Paul Schrodt. 2006

99 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/ca045a9865bcacc42d2283c3dd55a851b3a6968d

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. Paul D. Turman
5. Kodiane A. Jernberg
6. M. Barton
7. Tiffany R. Wang
8. R. Sidelinger

In Social Psychology

1. Paul L. Witt
2. Paul Schrodt
3. Alan K. Goodboy
4. S. Myers
5. Kodiane A. Jernberg
6. Paul D. Turman
7. M. Barton
8. Tiffany R. Wang

In Philosophy

1. Paul Schrodt
2. Alan K. Goodboy
3. Paul L. Witt
4. S. Myers
5. Tiffany R. Wang
6. Kodiane A. Jernberg
7. M. Barton
8. R. Sidelinger

Citations in the corpus

• Learner Empowerment and Teacher Evaluations as Functions of Teacher Power Use in the College Classroom (2008, background): “…of power are positively associated with learning outcomes, while antisocial forms of power are inversely associated such outcomes (cf. Kearney et al., 1985; McCroskey & Richmond, 1983; Plax et al., 1986; Richmond, 1990; Richmond & McCroskey, 1984; Schrodt et al., 2007; Turman & Schrodt, 2006).”
• Understanding the Memorable Messages First-Generation College Students Receive from On-Campus Mentors (2012, background): “E-mail: twang@montevallo.edu ISSN 0363-4523 (print)/ISSN 1479-5795 (online) # 2012 National Communication Association http://dx.doi.org/10.1080/03634523.2012.691978 Vol. 61, No. 4, October 2012, pp. 335 357 2000; Mottet & Beebe, 2006; Turman & Schrodt, 2006).”
• Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009, methodology): “Recent research supports the construct validity and reliability of the TCS (Ellis, 2000, 2004; Schrodt et al., 2006; Turman & Schrodt, 2006).”
• Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom (2010, background): “Turman and Schrodt (2006) examined teacher confirmation and teacher power and found perceived confirmation behaviors were closely associated with prosocial forms of power (e.g., expert power) in the classroom.”
• The Effect of Teacher Confirmation on Student Communication and Learning Outcomes (2008, background): “Students associate teacher confirmation with instructor reward power (Turman & Schrodt, 2006).”